Digital Games and Digital Play in Early Childhood: A Cultural-Historical Approach

Autor/inn/en	Veresov, Nikolai; Veraksa, Nikolay
Titel	Digital Games and Digital Play in Early Childhood: A Cultural-Historical Approach
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 4-5, S.1089-1101 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veresov, Nikolai) ORCID (Veraksa, Nikolay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2022.2056880
Schlagwörter	Computer Games; Play; Early Childhood Education; Educational Technology; Young Children; Child Development + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtsmedien; Frühe Kindheit; Kindesentwicklung
Abstract	A body of research that investigates the social, cognitive and emotional effects of digital technologies on the development of children reports that digital technologies are limiting activities that connect children with people. On the other hand, there is a great amount of research on the positive role of digital play. However, digital games per se and their influence on young children's development remain less researched. The role of digital play and digital games in the development of young children is discussed within the framework of Vygotsky's cultural-historical conception. This article proposes a distinction between digital play (DP) and digital game (DG) as a cultural tool connected to the main components of play -- imaginary situations, play rules and play actions. A 'normative situation', an important component of play that links play rules, roles and play actions, is introduced as a reliable criterion for assessing the developing potential of DGs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01