|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Young Children Thinking and Learning With and About Digital Technologies|
Flannery, Quinn S
|Citation:||Stephen C (2014) Young Children Thinking and Learning With and About Digital Technologies. In: Robson S & Flannery QS (eds.) Routledge International Handbook of Young Children's Thinking and Understanding. Routledge International Handbooks of Education. London: Routledge, pp. 345-353. http://www.guilfordpress.co.uk/books/details/9780415816427/|
|Series/Report no.:||Routledge International Handbooks of Education|
|Abstract:||This chapter is about the kinds of thinking prompted when young children engage with a broad range of digital technologies. It will consider the cognitive functions which educational games seek to develop and the social, emotional and meta-cognitive thinking that is associated with playing with technologies. The chapter will draw on empirical studies about young children learning and playing with technological resources and toys at home and in educational settings.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Published in The Routledge International Handbook of Young Children’s Thinking and Understanding by Taylor & Francis (Routledge). This is an electronic version of a book chapter published in Handbook of Young Children’s Thinking and Understanding. Handbook of Young Children’s Thinking and Understanding can be found online at: http://www.guilfordpress.co.uk/books/details/9780415816427/|
|Young Children Thinking and Learning With and About Digital Technologies.pdf||Fulltext - Accepted Version||340.97 kB||Adobe PDF||View/Open|
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