|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Guided Interaction: Exploring how Adults can Support Children's Learning with Technology in Preschool Settings|
|Publisher:||The Hong Kong Institute of Education|
|Citation:||Plowman L & Stephen C (2013) Guided Interaction: Exploring how Adults can Support Children's Learning with Technology in Preschool Settings, Hong Kong Journal of Early Childhood, 12 (1), pp. 15-22.|
|Abstract:||We report research that was initially a response to our observations of the difficulties that three- and four-year-old children in Scottish preschool settings may experience during free play at the computer. In conjunction with preschool educators, we observed and made video recordings of children’s encounters with more varied forms of technology. We identified ways in which educators could support children’s learning, calling this support guided interaction. Analysis revealed indirect (distal) and direct (proximal) forms of guided interaction. We conclude by commenting on our research into children’s learning with technology in their family homes and provide some implications of these findings for consideration by educators.|
|Rights:||The publisher has granted permission for use of this work in this Repository. Published in Hong Kong Journal of Early Childhood, 12.1, pp.15-22, 07/2013 by Hong Kong Institute of Education. The original article is available at: http://libdr1.ied.edu.hk/pubdata/img00/arch00/link/archive/1/instarh/3350_image_vol12_no1.pdf|
|Affiliation:||University of Edinburgh|
Initial Teacher Education
|Guided Interaction_Exploring how Adults can Support Childrens Learning with Technology in Preschool Settings.pdf||558.48 kB||Adobe PDF||View/Open|
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