Unpacking digital play in children’s play

• Published in: Epistemological Approaches to Digital Learning in Educational Contexts pp. 88 - 101
• Main Author: Wong-Powell, Jennifer
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2020; Taylor & Francis Group
• Edition: 1
• Subjects: Cultural Historical Perspective; Traditional Learning Groups; Multimedia Learning Theory; Educational Curators; Test A2; Educational Robotics; Early Childhood Practitioners; Discipline Based Education Research; Early Childhood School; Early Childhood Education; Video Modeling Procedures; Digital Technologies; Multi-user Virtual Environments; Digital Play; Children’s Everyday Experiences; Children’s Play; Knowledge Assessment Tests; Imaginary Scenarios; Knowledge Acquisition; Computational Thinking Skill; Real World Interests; Reggio Children; European Early Childhood Education Research; Interactive Stories; Social Play Continuum
• ISBN: 9780367333799; 0367333791
• DOI: 10.4324/9780429319501-6

As children are increasingly being exposed to digital technologies, this necessitates an exploration into how digital technologies may be changing children’s play. This chapter begins with a discussion on the influences of digital technologies in children’s play. Digital play is the point of reference for children’s play involving the use of digital tools. Using a cultural–historical perspective, digital play is understood as an activity that involves social interactions, imaginary scenarios, and the construction of new meanings that are developed through the exchanges between players. The chapter focuses on digital play in the contexts of the home and in a school setting. At home, digital play provides enhanced conditions for playing and different ways for siblings to interact with each other. In a school setting, digital play supports the qualities of deep learning including character, citizenship, collaboration, communication, creativity, and critical thinking. Some considerations are offered in how digital play can be incorporated into an early childhood school setting where the adult plays a significant role in providing developmentally appropriate and intentional opportunities for digital play to occur.