Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Guided interaction in pre-school settings
Author(s): Plowman, Lydia
Stephen, Christine
Contact Email:
Keywords: children
Issue Date: Feb-2007
Date Deposited: 15-Sep-2008
Citation: Plowman L & Stephen C (2007) Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23 (1), pp. 14-26.
Abstract: The aim of this study was to explore how guided interaction could create opportunities for learning with information and communication technologies (ICT) for children aged three and four. The study was grounded in the naturalistic environment of the playroom, in a context of free play and child-initiated activity, and focused on interventions selected and implemented by practitioners. Guided interaction describes the ways in which children’s interactions with computers and other forms of ICT can be actively supported in pre-school settings. The paper presents a framework that illustrates proximal and distal guided interaction and the modes by which they are enacted. The concept of guided interaction (i) provides a tool for thinking about the different modes by which learning can be supported in pre-school settings and (ii) helps practitioners to articulate, reflect on and legitimise changes in pedagogy, en-abling them to find new approaches to working with ICT. The paper provides an account of the analysis underpinning the development of the concept, followed by a description of its characteristics and the different types of learning that can be supported. An adapted version of this analytical framework has potential both as a research tool and to support changes in practice for professionals in other sectors of education.
DOI Link: 10.1111/j.1365-2729.2007.00194.x
Rights: The definitive version is available at

Files in This Item:
File Description SizeFormat 
JCAL guided interaction final.pdfFulltext - Accepted Version399.24 kBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.