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Results show that children’s self-initiated play shifts adult–child authority while still being shaped by adult-designed, downloaded, and introduced application choices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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gap does the article address about digital tablets in preschool?","Question",{"text":63,"@type":64},"It addresses the limited understanding of preschoolers’ engagement with digital tablets and the complex relationship between device materiality, design, and learning/play meaning potentials.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are the research findings supported in the study?",{"text":68,"@type":64},"The study draws on findings from two research projects and uses empirical video material that is multimodally transcribed.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article describe children’s interaction with tablet applications?",{"text":72,"@type":64},"It shows that preschoolers creatively manipulate and playfully transform didactic designs, and that their self-initiated play can shift authority between adults and 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inpreschool\n\n– Preschoolers’ creative transformation ofdidactic design  \nSUSANNe kjäLLANDeR, Stockholm University, SwedenfAR zANeh moiN iAN, Uppsala University, Sweden  \nLittle is known about preschoolers and their engagement with digital tab -lets. This article addresses this gap by drawing on findings from two researchprojects. The aim is to illustrate how children make meaning, transform andplay while engaging with various applications comprised by the materialityof the digital tablets. Empirical video material has been multimodally tran -scribed and empirical examples are framed by a design theoretical perspective.Findings capture diverse experiences illustrating how preschoolers creativelymanipulate and playfully transform didactic designs. The results illustratehow children´s self-initiated play with application’s design shifts the balanceof authority that typically exists between adults and children, andthe articleconcludes ina suggestion of how the notion of play can be understood with adesign theoretical perspective.  \npreschoolers and digital tablets – celebration s and concerns  \nDigital tablets mark a turning point for young children’s meaning-makingand play informal and informal settings. Despite this, research has not beenable to explain the complex interrelationship between the material charac -teristics, design and meaning potentials of these technological devices forchildren’s learning and play. Thereis little research about digital tablets inpreschool, obviously because itis anew tool, but probably also because ofthe lack of interest among public authorities in recognizing ICT – informa -tion- and communication technologies – in modern early childhood edu -cation (Bølgan, 2012) . Digital tablets’size, weight and multipurpose designtogether with the allowing digital interface is viewed to offer powerful op-  \n10  \n   \nDOI:http://dx.doi.org/10.2478/dfl-2014-0009  \nportunities for meaning-making and play to young children, especially incomparison with earlier generations of computers and laptops which de -mand advanced reading and motor abilities. Previous research illustrateshow digital tablets and their built-in applications, can provide opportuni -ties for preschoolers to engage in useful and purposeful literacy interac -tions (Sandvik, Smørdal & Østerud, 2012) and computer games are oftenappreciated as having a positive effect on learning (Gee, 2008) . Researchlifts digital tablets asa tool that preschoolers easily can navigate and use in -dependently (Beschorner & Hutchison, 2013) . Children are often drawn todigital resources such as digital tablets – and so are adults. Research showsthat parents are positive to children’suse of digital devices because of theirpotential for learning (Björk Guðmundsdóttir & Hardersen, 2012; Moinian,2011) – a viewpoint shared by many preschool teachers (Sandvik, Smørdal& Østerud, 2012) . On the other hand digital games, as well as new digitalapplications, are often criticized for hampering creativity which causes theincreasing use of digital tablets in preschool tobe viewed asa controversialissue. Debates on children and digital devices indicate discourses of “cel -ebration” and “concern” about children´suse of digital media according toDrotner (2009) . Instead of simplification and selection of extreme situa -tions, Drotnerdrawson research that views media practices tobe a part ofsocial everyday practices.  \nThe educational goals in Swedish preschool (Lpfö 98/10, 2010) along withthe applications’didactic design and representations, frame the context aswell as what is worth learning, creating, playing with and enjoying here.With a multimodal and design theoretical perspective in our studies weview children tobe able to transform information and to make their ownsigns as new combinations of form and meaning - Children do not use me -diain the digital interfa","cbCain63OOQONDve","https://ap.wps.com/l/cbCain63OOQONDve","pdf",3142120,26,"English","# Digital tablets and applications in preschool\n## Preschoolers’ creative transformation of didactic design\n## Preschoolers and digital tablets – celebration s and concerns\n## Educational goals and design theoretical perspective\n## Design theoretical viewpoints on preschoolers and digital tablets\n## Affordances and prompts","[{\"question\":\"What gap does the article address about digital tablets in preschool?\",\"answer\":\"It addresses the limited understanding of preschoolers’ engagement with digital tablets and the complex relationship between device materiality, design, and learning/play meaning potentials.\"},{\"question\":\"How are the research findings supported in the study?\",\"answer\":\"The study draws on findings from two research projects and uses empirical video material that is multimodally transcribed.\"},{\"question\":\"How does the article describe children’s interaction with tablet applications?\",\"answer\":\"It shows that preschoolers creatively manipulate and playfully transform didactic designs, and that their self-initiated play can shift authority between adults and children.\"}]","Digital tablets and applications in preschool - Preschoolers’ creative transformation of didactic design | PDF",1792091876,66]