dc.contributor.author | Lafton, Tove | |
dc.date.accessioned | 2019-09-03T11:32:54Z | |
dc.date.accessioned | 2020-02-24T11:25:10Z | |
dc.date.available | 2019-09-03T11:32:54Z | |
dc.date.available | 2020-02-24T11:25:10Z | |
dc.date.issued | 2019-07-18 | |
dc.identifier.citation | Lafton TL. Becoming clowns: How do digital technologies contribute to young children’s play?. Contemporary Issues in Early Childhood. 2019 | en |
dc.identifier.issn | 1463-9491 | |
dc.identifier.issn | 1463-9491 | |
dc.identifier.uri | https://hdl.handle.net/10642/8160 | |
dc.description.abstract | Research concerning play and technology is largely aimed at expanding the knowledge of
what technological play may be and, to a lesser extent, examines what happens to children's
play when it encounters digital tools. To explore some of the complexity in play, this article
elaborates on how Latour’s concepts of ‘translation’ and ‘inscription’ can make sense of a
narrative from an early childhood setting. The article explores how to challenge ‘taken-forgranted
knowledge’ and create different understandings of children’s play in technology-rich
environments. Through a flattened ontology, the article considers how humans, non-humans
and transcendental ideas relate to one another as equal forces; this allows for an understanding
of play as located within and emerging from various networks. The discussion sheds light on
how activation of material agents can lead us to look for differences and new spaces regarding
play. Play and learning are no longer orchestrated by what is already known; rather, they
become co-constructed when both the children and the material world have a say in
constructing the ambiguity of play. Lastly, the discussion points to how early years
practitioners need tools to challenge their assumptions of what play might become in the
digital age. | en |
dc.language.iso | en | en |
dc.publisher | SAGE Publications | en |
dc.relation.ispartofseries | Contemporary Issues in Early Childhood; | |
dc.rights | Lafton, T. L. Becoming clowns: How do digital technologies contribute to young children’s play?.
Contemporary Issues in Early Childhood. © The Author(s) 2019. DOI: https://doi.org/10.1177/1463949119864207 | |
dc.subject | Play | en |
dc.subject | Socio-material backgrounds | en |
dc.subject | Technology | en |
dc.subject | Early childhood | en |
dc.title | Becoming clowns: How do digital technologies contribute to young children’s play? | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-09-03T11:32:54Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | https://dx.doi.org/10.1177/1463949119864207 | |
dc.identifier.cristin | 1721021 | |
dc.source.journal | Contemporary Issues in Early Childhood | |