Guardians of Play: Early Childhood Teachers' Perceptions and Actions to Protect Children's Play from Digital Technologies

Autor/inn/en	Schriever, Vicki; Simon, Susan; Donnison, Sharn
Titel	Guardians of Play: Early Childhood Teachers' Perceptions and Actions to Protect Children's Play from Digital Technologies
Quelle	In: International Journal of Early Years Education, 28 (2020) 4, S.351-365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schriever, Vicki) ORCID (Simon, Susan) ORCID (Donnison, Sharn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1850431
Schlagwörter	Preschool Teachers; Kindergarten; Educational Technology; Teaching Methods; Preschool Children; Play; Student Motivation; Conventional Instruction; Foreign Countries; Teacher Attitudes; Technology Uses in Education; Preschool Education; Access to Computers; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Spiel; Schulische Motivation; Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	This paper reports on the perceptions early childhood teachers hold about digital technologies, children and childhood and how their perceptions influence their pedagogical decision-making. Symbolic interactionism was the theoretical lens used to give insights and meanings to the early childhood teachers views, experiences and ascribed meanings. The findings revealed that early childhood teachers were concerned and challenged by children's motivation to play with digital technologies, valued traditional early childhood pedagogies and conceptualised play as being exclusive of digital technologies. In response to the perceptions they held, early childhood teachers implemented protective measures to restrict and regulate children's digital experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01