Digital animation: New conditions for children's development in play‐based setting

Abstract

AbstractThere is increasing recognition of digital childhoods [Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital childhood. Amsterdam: Springer] and a corresponding body of research into young child's engagement with digital devices across a broad range of contexts [Marsh, J. A., Plowman, L., Yamada‐Rice, D., Bishop, J., & Scott, F. (2016). Digital play: a new classification. Early Years, 36, 242–253. doi:10.1080/09575146.20161167675]. What is missing from the literature is an understanding of if and how these devices, when used with animation apps in play‐based programs, change pre‐school practices and the developmental conditions of children's play. In drawing upon Vygotsky's [(). Play and its role in the mental development of the child. Voprosy Psikhologii, 12, 62–76] conception of play as the leading motive of pre‐school‐aged children, the naturalistic study reported in this paper seeks to address this gap. Video observations of children (3.3–5.8 years) and teachers digitally engaged across five sites during free‐play time (413.8 h of video observations) were studied using a cultural–historical conception of play [Vygotsky, L. S. (2005). Appendix: from the notes of L.S Vygotsky for lectures on the psychology of preschool children. Journal of Russian and East European Psychology, 43, 90–97]. The findings show that digital animation in a free‐play program where role‐play is featured can enrich the play opportunities of children which in turn promote play complexity and increase social and cognitive demands on children, which together can be theorized as a positive force for children's development. These developmental conditions emerged as a profile of five interrelated key digital practices and psychological characteristics, adding to our understandings of digital play.