Play and creativity in young children's use of apps (original) (raw)
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2018. [open access] Play and creativity in young children's use of apps
British Journal of Educational Technology , 2018
This study is the first to systematically investigate the extent to which apps for children aged 0-5 foster play and creativity. There is growing evidence of children’s use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC-funded study undertook research that identified how UK children aged from 0-5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted of 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.
Exploring Play and Creativity in Pre-Schoolers' Use of Apps. End of Project report
This report outlines the key findings of a co-produced study, developed in collaboration between academics at the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Pirmary School and the children’s media companies Dubit and Foundling Bird (Appendix 1 outlines the project team members and Advisory Board members). The project was co-produced in that all project partners contributed to the development of the project aims and objectives and were involved in data collection, analysis and dissemination. The aim of the study was to identify pre-school children’s (aged 0-5) uses of and responses to tablet apps in terms of the impact on their play and creativity. It was felt that the need for the project was significant, given evidence of growing access for young children to tablets that are able to host apps. Ofcom (2014) has reported that 65% of 3-7 year-olds live in a household with a tablet computer (Ofcom, 2015:23). The National Literacy Trust (NLT, 2014) undertook a survey of 1,028 children aged three to five in 2013. They found that 72.9% have access to a touch-screen device in the home, a figure which includes smartphones. Whilst these data are very useful, neither study examined the types of apps that children aged under 5 in the UK use and little is known about how apps are used by pre-school children. This lack of knowledge is of concern, given that this is large, and growing, market. It was reported by Shuler in 2012 that 72% of the top-selling apps in the Education section of Apple’s app store were aimed at the pre-school age group and, therefore, some account should be taken of how apps are chosen and used by families of pre-schoolers. In addition, there have been repeated calls regarding the urgent need for research into the media and technology use of this age group (Buckingham, 2005; Gillen and Cameron, 2010; Holloway, Green and Livingstone, 2013). Whilst there has been a range of studies of pre-schoolers’ use of apps, these have largely focused on storybooks (Kucirkova, 2013; Merchant, 2014) or on educational use in early years settings (Lynch and Redpath, 2012), and not specifically focused on an analysis of play and creativity. Play in the digital world is becoming increasingly complex due to children’s use of technologies and this use creates synergies between online and offline and digital and non-digital play (Burke and Marsh, 2013; Marsh, 2010, 2014; Marsh and Bishop, 2014). There is emergent evidence that use of tablets by the under 5s can promote creativity and play (Verenikina & Kervin, 2011), but further research is required on the types of creativity and play they foster. Theories of play as a complex, multi-faceted phenomenon, which encompasses various rhetorics including play as identity, imagination and power (Sutton Smith, 1997), were employed in the study. Digital technologies have been found to impact on play in a number of ways. Firstly, digital technologies can offer a platform for the use of games embedded in hardware that promote both rule-bound play and free play (Plowman and Stephen, 2005). Secondly, digital technologies can be a stimulus for imaginative play, such as physical play based on characters and narratives encountered in video games or virtual worlds (Marsh, 2014; Marsh and Bishop, 2014). Thirdly, digital technologies can be used in children’s play as objects e.g. children using smartphones to make pretend phone calls (Plowman et al., 2012). The primary focus for this project was the way in which the use of apps promotes play. Hughes’s (2002) taxonomy of play was utilised to identify episodes/ aspects of play. These classifications of play were adapted for a digital environment (see Appendix 2).
2015. Exploring play and creativity in pre-schoolers’ use of apps – Final project report
This 203pp report describes the results of a survey of 2000 parents (47% families including a child aged 0 to 2 and 52% families including a child aged 3 to 5) who had access to a tablet device. The survey was undertaken in early 2015. The report provides detailed information on the background to the study, main findings and appendices with details of the survey questions and analyses of responses. The study is the result of a collaboration between the Universities of Sheffield and Edinburgh, CBeebies, Dubit, the children's television production company Foundling Bird and Monteney Primary School, Sheffield. The project was funded by the ESRC Knowledge Exchange Opportunities programme (ES/M006409/1). More information at www.techandplay.org. Citation for the report: Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Davenport, A., Davis, S., Robinson, P. and Piras, M. (2015) Exploring Play and Creativity in Pre-Schoolers' Use of Apps: Final project report. Sheffield: University of Sheffield.
This 17pp report provides a summary of findings and then discusses the implications for professionals working in preschool settings with children 0 to 5. This includes how to provide guidance for parents as well as a discussion of using tablets in classrooms and pre-school settings, including examples of apps seen in use. More information at www.techandplay.org. Citation for the report: Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Davenport, A., Davis, S., Robinson, P. and Piras, M. (2015) Exploring Play and Creativity in Pre-Schoolers' Use of Apps: A report for early years practitioners. Sheffield: University of Sheffield.
Under threes’ play with tablets
Journal of Early Childhood Research, 2020
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children's use of apps. Ethnographic case studies of four children aged from birth to three were undertaken in homes in order to explore in greater depth issues that emerged in the survey. The paper reports on the way in which the use of tablets promoted play and creativity across cognitive, physical social and cultural domains. The implications for policy and research are outlined.
Lessons from using iPads to understand young children’s creativity
Contemporary Issues in Early Childhood
This article explores the use of iPads as part of a child-centred data collection approach to understand young children’s creativity. Evidence is presented from a small study of three- to five-year-old children’s creative play. Analysis of the children’s engagement with iPad video diaries and free-to-use tablet applications was logged across two early educational settings over a three-month period. The findings suggest that iPads offer a mechanism to allow children to articulate their creative play and to encourage involvement in the research process. However, bespoke research software to use with early years children is required to improve this process.
How young children’s play is shaped through common iPad applications: a study of 2 and 4–5 year-olds
Learning, Media and Technology, 2022
Digital devices such as iPads are prevalent in children's play from an early age. How this shapes young children's play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4-5year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework [
Digital play: Exploring young children\u27s perspectives on applications designed for preschoolers
2016
This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children\u27s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children\u27s perspectives, there is limited research on preschoolers\u27 views on the apps designed for them by adults. In this article, we discuss young participants\u27 perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps
2021. [open access] Under threes' play with tablets
Journal of Early Childhood Reserach, 2021
This paper outlines the findings from a study that examined the tablet and app use of children aged from birth to three. The aim of the study was to examine how far use of tablets and apps promoted play and creativity. A total of 954 UK parents of children aged from birth to three who had access to a tablet in the home completed an online survey that explored the children’s use of apps. Ethnographic case studies of four children aged from birth to three were undertaken in homes in order to explore in greater depth issues that emerged in the survey. The paper reports on the way in which the use of tablets promoted play and creativity across cognitive, physical social and cultural domains. The implications for policy and research are outlined. Citation: Marsh, J., Lahmar, J., Plowman, L., Yamada-Rice, D., Bishop, J., Scott, F. (2020) Under threes’ play with tablets. Journal of Early Childhood Research. Early view, pp.1-20.
Digital play: Exploring young children’s perspectives on applications designed for preschoolers
Global Studies of Childhood, 2016
This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children’s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children’s perspectives, there is limited research on preschoolers’ views on the apps designed for them by adults. In this article, we discuss young participants’ perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps.