Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

The Internet of Toys - ecologies across home and nursery and the entanglement of digital and non-digital play

Arnott, Lorna and Palaiologou, Ioanna and Gray, Colette (2018) The Internet of Toys - ecologies across home and nursery and the entanglement of digital and non-digital play. In: European Early Childhood Educational Research Association Conference, 2018-08-28 - 2018-08-31.

[img]
Preview
Text (Arnott-etal-EECERA-2018-ecologies-across-home-and-nursery-and-the-entanglement-of-digital-and-non-digital-play)
Arnott_etal_EECERA_2018_ecologies_across_home_and_nursery_and_the_entanglement_of_digital_and_non_digital_play.pdf
Accepted Author Manuscript

Download (2MB) | Preview

Abstract

This paper explores children’s everyday ecologies with internet-connected toys, to present a rich overview of children’s play practices in everyday contexts. It extends a broad literature base about the Internet of Toys (IoToys) (Mascheroni and Holloway, 2017), technologies in early childhood (Kurcikova, 2017, Marsh et al, 2016, Nutall et al, 2015), digital play conceptualisations, (Danby et al, 2017, Edwards and Bird, 2017, Marsh 2017, Arnott, 2016), and digital pedagogies (Fleer, 2017). The paper is underpinned by a social — “ecological conceptualisation of children’s play (Arnott, Palaiologou and Gray, In Press) and Rogoff’s (2008) discussion of apprenticeship. This interpretivist and qualitative project, employed twelve empirical case studies of children’s digital lives across four countries (England, Scotland, N. Ireland and Greece). Data were collected from 25 children via Interviews with parents, Interviews with keyworkers, Participant observations of children's play with the IoToy in childcare, Multimedia messages submitted by parents, and Photo Voice conversations with children, based on the multimedia data presented by parents and observation photos. The EECERA Ethical Code of Practice (2015) was followed and approval was granted by the University Ethics Committees and relevant local Authorities. The standard consents were sought. The findings demonstrate that IoToys, when appropriately framed and scaffolded by adults, provide opportunities for empowered digital spaces (Craft, 2013), with synergy across digital and non-digital play and across home and education. Drawing on the social-ecologies conceptualisation suggests that that early childhood education should consider creating digital spaces that afford synergies between the digital/non-digital and home/education when integrating connected toys.