Internet of Toys across Home and Early Childhood Education: Understanding the Ecology of the Child's Social World

Autor/inn/en	Arnott, Lorna; Palaiologou, Ioanna; Gray, Colette
Titel	Internet of Toys across Home and Early Childhood Education: Understanding the Ecology of the Child's Social World
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 4, S.401-412 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arnott, Lorna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2019.1656667
Schlagwörter	Foreign Countries; Internet; Toys; Play; Family Environment; Early Childhood Education; Ecology; Developmental Psychology; Child Development; Social Development; Technology Uses in Education; United Kingdom (Scotland); United Kingdom (England); United Kingdom (Northern Ireland); Greece + Suchen Sie Ihr Suchwort? Ausland; Toy; Spielzeug; Spiel; Familienmilieu; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ökologie; Entwicklungspsychologie; Kindesentwicklung; Soziale Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Griechenland
Abstract	This article presents findings from an ongoing international study of children's use of Internet-connected toys (IoToys) across Scotland, England, Northern Ireland and Greece. The authors sought to investigate practices with IoToys across homes and early childhood settings. Data from 12 case study families and approximately 200 children who interacted with case study children in early childhood settings were collected alongside interviews with parents and educators. Findings indicate that digital difference between home and education is recurring due to infrastructure and budgetary issues in early childhood settings, resulting in organic play-based IoToy use at home versus structured adult-directed teaching of IoToys in early childhood practice. Working from a social-ecological theoretical frame however demonstrated that children skilfully and fluidly transitioned between digital and non-digital play and across diverse socio ecological contexts of home and early childhood settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01