Abstract
ABSTRACTTo examine the agentic conditions afforded through the use of digital tools in play-based settings, the Vygotskian (1997a, 1997b) concept of imitation was used to study the pedagogical practices of two teachers over two years (Group 1: 3–5.8 years, mean 4.5 years; Group 2: 4.7–6.7, mean 4.5). Rather than a static view of digital technology, where screen time acts as a proxy for understanding the child’s experience, this study found a complex profile of practices where digital tool use could not be separated from the existing preschool program. It is argued that these digitally amplified practices, named as coadjuvants, support children’s development.
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