Computers and play in early childhood: Affordances and limitations
Irina Verenikina, University of Wollongong, Australia ; Jan Herrington, Murdoch University, Australia ; Rob Peterson, Jessica Mantei, University of Wollongong, Australia
Journal of Interactive Learning Research Volume 21, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
** Invited as a paper from ED-MEDIA 2008 **
Abstract: The widespread proliferation of computer games for children as young as six months of age, merits a re-examination of their manner of use and a review of their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were observed playing the games, and findings are given, together with suggestions for further research.
Verenikina, I., Herrington, J., Peterson, R. & Mantei, J. (2010). Computers and play in early childhood: Affordances and limitations. Journal of Interactive Learning Research, 21(1), 139-159. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis
Computers & Education Vol. 135, No. 1 (July 2019) pp. 138–159
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.