Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/450
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dc.contributor.authorPlowman, Lydia-
dc.contributor.authorMcPake, Joanna-
dc.contributor.authorStephen, Christine-
dc.date.accessioned2016-10-25T06:05:09Z-
dc.date.available2016-10-25T06:05:09Z-
dc.date.issued2008-09-
dc.identifier.urihttp://hdl.handle.net/1893/450-
dc.description.abstractWe describe a two year empirical investigation of three- and four-year-old children’s uses of technology at home, based on a survey of 346 families and 24 case studies. Using a socio-cultural approach, we discuss the range of technologies children encounter in the home, the different forms their learning takes, the roles of adults and other children and how family practices support this learning. Many parents believed that they did not teach children how to use technology. We discuss parents’ beliefs that their children ‘pick up’ their competencies with technology and identify trial and error, copying and demonstration as typical modes of learning. Parents tend to consider that their children are mainly self- taught and underestimate their own role in supporting learning and the extent to which learning with technology is culturally transmitted within the family.en_UK
dc.language.isoen-
dc.publisherTaylor & Francis-
dc.relationPlowman L, McPake J & Stephen C (2008) Just picking it up? Young children learning with technology at home, Cambridge Journal of Education, 38 (3), pp. 303-319.-
dc.rightsPublished in Cambridge Journal of Education by Taylor & Francis-
dc.subjecttechnologyen_UK
dc.subjectcultureen_UK
dc.subjectearly childhood educationen_UK
dc.subjectpreschoolen_UK
dc.subjectinformal educationen_UK
dc.subjectfamilyen_UK
dc.titleJust picking it up? Young children learning with technology at homeen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2010-03-31T00:00:00Z-
dc.identifier.doihttp://dx.doi.org/10.1080/03057640802287564-
dc.citation.jtitleCambridge Journal of Education-
dc.citation.issn0305-764X-
dc.citation.volume38-
dc.citation.issue3-
dc.citation.spage303-
dc.citation.epage319-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.author.emaillydia.plowman@stir.ac.uk-
dc.contributor.affiliationEducation-
dc.contributor.affiliationEducation-
dc.contributor.affiliationInitial Teacher Education-
Appears in Collections:Faculty of Social Sciences Journal Articles

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