Journal article
Guardians of play: Early childhood teachers’ perceptions and actions to protect children’s play from digital technologies
International Journal of Early Years Education, Vol.28(4), pp.351-365
2020
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.
Details
- Title
- Guardians of play: Early childhood teachers’ perceptions and actions to protect children’s play from digital technologies
- Authors
- Vicki Schriever (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacySusan Simon (Author) - University of the Sunshine Coast, Queensland, School of Education - LegacySharn Donnison (Author) - University of the Sunshine Coast, Queensland, School of Education - Legacy
- Publication details
- International Journal of Early Years Education, Vol.28(4), pp.351-365
- Publisher
- Routledge
- Date published
- 2020
- DOI
- 10.1080/09669760.2020.1850431
- ISSN
- 1469-8463
- Organisation Unit
- School of Education and Tertiary Access; School of Education - Legacy; University of the Sunshine Coast, Queensland; Centre for Support and Advancement of Learning and Teaching
- Language
- English
- Record Identifier
- 99483608702621
- Output Type
- Journal article
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