Guided Interaction: Exploring how Adults can Support Children's Learning with Technology in Preschool Settings

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.