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Investigating Young Children's Social Interactions During Digital Play
1Faculty of Education, Monash University, Melbourne, Australia.
Early Childhood Education Journal
|October 25, 2021
Summary
Digital play sparks debate on young children's social learning. Self-reflection, not just observation, drives engagement in digital play for preschoolers.
Area of Science:
- Early Childhood Education
- Digital Play Studies
- Child Development
Background:
- Social interaction in digital play is a key concern for early childhood stakeholders.
- Educators question the extent and nature of social interactions during digital play.
- Understanding these interactions is crucial for effective early childhood programming.
Purpose of the Study:
- To investigate the forms of social interaction among 3-4-year-old children during digital play.
- To explore the factors influencing children's engagement in digital play environments.
- To provide insights for educators and parents on facilitating meaningful digital play experiences.
Main Methods:
- A four-week semi-structured field observation was conducted.
- Eighty children aged 3-4 years participated across three Australian childcare centers.
- Data collection focused on social interactions during iPad-based digital play.
Main Results:
- Seven distinct forms of social interaction were identified during digital play.
- High levels of engagement were observed, but passive observation did not consistently enhance it.
- Self-reflection emerged as a significant factor influencing children's engagement and decision-making in digital play.
Conclusions:
- Digital play offers diverse social interaction opportunities for young children.
- Educators should consider the role of self-reflection in children's digital play engagement.
- This research informs the creation of effective and developmentally appropriate digital play experiences.
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