Editorial: Learning and Development

Abstract

Learning and development are the focus of The Journal of Education and Selfdevelopment. In the computation era, the contexts and spaces for learning need to be reconsidered. In early learning, the child acts in an approximate environment interacting with parents and also mediated by artefacts. The child learns by sensing human touch and non-verbal communication as well as from the material world surrounding her. Interaction in this approximate environment affords a child in its learning and development through the socialisation process. In post-digital era, the environment is constructed in societal processes utilising physical and digital materiality. The proliferation of digital technologies is affecting socialisation and perception of reality (materiality of physical and digital and transmedia practices) and the child’s agency. How the interaction process takes place utilising a set of media is affecting self-development and self-conception. The environment is established by social practices which in post-digital era blur the boundary between physical and digital. In defining literacy, the terms online and offline activity are introduced (Sefton-Green, Marsh, Erstad, & Flewitt, 2016). The boundaries between physical and virtual are blurred (Marsh, 2010; Plowman, 2016).