Pedagogical approaches surrounding the touchscreen: The child and practitioner perspective

Ludgate, Shannon (2019) Pedagogical approaches surrounding the touchscreen: The child and practitioner perspective. Global Studies of Childhood, 9 (4). pp. 318-334. ISSN 2043-6106

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This paper reports on the findings of a mixed-methods, interpretive study identifying practitioners’ pedagogical approaches when children aged 3-4 years use touchscreen devices in early years settings in the West Midlands, UK. A multi-site case study approach was adopted involving interviews with 12 practitioners to identify their rationale for using these devices. Coupled with 160 observations of touchscreen practice, this allowed the opportunity to critique intentions with practice, to determine children’s opportunities to play with and potentially learn from touchscreen technologies. Capturing child voice was an integral aspect of this study. By providing the opportunity for children to express their views through four focus-group interviews, the study found that there was a distinct difference between children’s and practitioners’ intentions regarding touchscreen play. As a result practitioners overlooked opportunities to strengthen children’s learning by following their interests. The data was analysed using activity theory as a central theoretical framework. From this analysis, it is argued that pedagogical approaches surrounding touchscreen use in Early Years settings need to be developed in order to incorporate the child’s voice in decisions which impact on the ways in which they play with these devices.

Item Type: Article
Identification Number:
23 July 2019Accepted
23 September 2019Published Online
Uncontrolled Keywords: activity theory, affordances, digital pedagogy, touchscreen technology
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > School of Education and Social Work
Depositing User: Shannon Ludgate
Date Deposited: 02 Sep 2019 11:32
Last Modified: 03 Mar 2022 15:54

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