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Digital play as a means to develop children’s literacy and power in the Swedish preschool
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0003-3856-1519
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0003-2673-1808
2016 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 36, no 3, 289-304 p.Article in journal (Refereed) PublishedText
Abstract [en]

This paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape.

Place, publisher, year, edition, pages
2016. Vol. 36, no 3, 289-304 p.
Keyword [en]
Tablets, preschool, literacy, digital literacy, power
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-122611DOI: 10.1080/09575146.2016.1181608OAI: oai:DiVA.org:umu-122611DiVA: diva2:939751
Available from: 2016-06-20 Created: 2016-06-20 Last updated: 2016-08-25Bibliographically approved

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Marklund, LeifDunkels, Elza
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