DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorGregoriadis, Athanasios-
dc.contributor.authorKaragiorgou, Ioanna-
dc.contributor.authorChatzigeorgiadou, Sofia-
dc.date.accessioned2024-04-04T13:27:02Z-
dc.date.available2024-04-04T13:27:02Z-
dc.date.issued2018-07-02-
dc.identifierscopus-85050603413-
dc.identifier.issn14678535-
dc.identifier.issn00071013-
dc.identifier.other85050603413-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1788-
dc.description.abstractThe use of tablets in a Greek kindergarten class (16 children aged 4–5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio-cultural context. The aim was to understand children's use of new, touchscreen technologies, but also to identify a useful way to observe the progression of that engagement. The project lasted for 4 months and children were observed ten times (written and video recorded observations). Children were observed in pairs or small groups during their free play with the tablets. Findings suggest that the adapted framework was particularly helpful, when observing children, but could benefit from more flexibility and a less linear structure. Children went through the different stages of the framework using social scaffolding as their most dynamic strategy. This study is significant as it reports on an underexplored context going through a range of social and political transformations (Greece), but also because it provides further insights on how to more efficiently document and assess children's play with technology.en_US
dc.language.isoenen_US
dc.relation.ispartofBritish Journal of Educational Technologyen_US
dc.titleUsing tablets in free play: The implementation of the digital play framework in Greeceen_US
dc.typeArticleen_US
dc.identifier.doi10.1111/bjet.12620en_US
dc.identifier.scopus2-s2.0-85050603413-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume49en_US
dc.relation.issue5en_US
dc.identifier.spage928en_US
dc.identifier.epage942en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85050603413&origin=inward&txGid=73c265fe30c58c5ea29ae3b2ebbf92aaen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.openairetypeArticle-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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