1. Change colours in layout tab^ Digital tablet technologies (iPads) and the imaginative play in young children. Irina Verenikina & Lisa Kervin (funded by Australian Research Council) Points of departure: Imaginative play is essential for children development particularly from 2-5 years of age (Elkonin, 1978; Sniger & Singer, 2006) Children spend significant amount of time playing digital games Aim: investigate the relationship between the digital play (iPad apps) and imaginative (pretend) play of 3-5 year-olds from multiple perspectives. This part – emphasis on play design Selection of apps Top 20 iPad Apps on the iTunes Store Specially designed criteria (Verenikina & Kervin, 2011 - in next slide)

2. Change colours in layout tab^ Criteria for apps choice Factor App Characteristics Motivation Is intrinsically fun and is not limited in scope to “teaching” particular skills Allows play for the sake of play - achieving goals is less important Provides opportunities for problem solving Relatively risk free (no right or wrong answer) Assistance required and the ease of use Context Related to daily life - the things that the child can recognise Can be incorporated into children’s imaginative play Path Is discovery orientated Allows for children’s choices in selecting and pacing activities Provides the facility to engage collaboratively Allows the manipulation of symbols and images on the screen Provides visible transformations; children produce rather than consume

3. Change colours in layout tab^ Method Chose 10 apps and offered 5 sessions x 1 hour in an authentic early childhood setting Provided 5 iPads during playtime, a stream of 3-5 yo children (approx. 60 altogether) Method: observations (video, images, field notes) 3 apps most used by children (Toca Train, Hair Salon 2, Forest Flyer) 2.5- 3.5 hours per each app Analysis of observations - dimensions of pretend (Elkonin 1978; Singer & Singer, 2006) Presence of an imagined situation (play frame) Assuming roles of others The use of object substitutes

4. Change colours in layout tab^ What did we observe? Two layouts (‘play station’ and ‘floor play’) Physical activity Interactions Sustained period of time

5. Change colours in layout tab^ Snapshot 1: Hair Salon Children choose a ‘client’ and tyle the client’s hair using scissors, colours, hair-growing potion etc.) and can add bows, hair clips, hats etc. The client interacts making facial expressions and sounds An obvious pretend play – being a hairdresser (“I’m a real hairdresser… I’m chopping her hair”) – individual only Endless opportunities for experimenting and creative design with emphasis on image manipulation (not pretend) Substitute object: using scissors - a digital pivot? Was it helpful? Substitute actions?

6. Change colours in layout tab^ Snapshot 2: Toca Train Toca Train allows the child to control the speed of the train, when passengers board and disembark load the cargo Obvious situation of pretend – train driver (changing the view from outside to inside) Many opportunities for imaginative details for play: Narratives about cargo and passengers (collecting items that could be used to “fix the fence”; passengers need to get home in time so no stopping for cargo!) Using substitute objects (boxes as ‘the wood for the fence’) Enjoying interactive features (eg tooting the horn, varying the speed, lifting and dropping the cargo - manipulation of objects)

7. Change colours in layout tab^ Where from here The Early Start Initiative Questions to explore The criteria for choosing apps: were they helpful? What is the advice to parents and EC educators on choosing apps Layout (floor –table): Physical activity Setting (EC centre – home): Interactions, assistance in the ZPD Digital and spontaneous play What does the digital play provide in addition to traditional play? Do we need to be concerned about screen time? Advice to parents, EC educators, designers?

8. Change colours in layout tab^ References Singer, J. & Singer, D. (2006). Preschoolers’ imaginative play as precursor of narrative consciousness. Imagination, Cognition and Personality. 25 (2), 97-117 Early Start Initiative http://earlystart.uow.edu.au/index.html Elkonin D 1978 Psichologiya Igry (Psychology of Play), Pedagogica Publishers, Moscow Verenikina, I. & Kervin, L. (2011). iPads Digital Play and Preschoolers. He Kupu 2 (5) eJournal, http://www.hekupu.ac.nz/index.php?type=issue&issue=15 http://www.hekupu.ac.nz/index.php?type=issue&issue=15