Nikiforidou, Zoi (2018) Digital games in the early childhood classroom: theoretical and practical considerations. In: Digital Childhoods: Technologies and Children’s Everyday Lives. International Perspectives on Early Childhood Education and Development (22). Springer, Singapore, pp. 253-265. ISBN 9789811064838
Full text not available from this repository. (Request a copy)Abstract
Digital games like other forms of play can be scary or fun, challenging or boring, risky or riskless, individual or collective. In every case, they can provide diverse opportunities for learning, exploring, experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and use of digital games in early childhood classrooms. The aim is to highlight why and how digital games can be used and embedded effectively within early childhood practice, drawing upon examples of research. Three factors are discussed in detail; aspects related to children’s health and children’s participation, aspects related to the design and content of digital games and aspects related to the role of the practitioner while integrating them in preschool practice. Overall, it is argued that digital games can extent children’s learning experiences through the combination of embodiment, active learning, entertainment and gaming.
| Item Type: | Book Section |
|---|---|
| Keywords: | digital games, early childhood, DGBL, pedagogical good practice, embodiment |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Zoi Nikiforidou |
| Date Deposited: | 21 Nov 2017 17:22 |
| Last Modified: | 08 Nov 2024 12:31 |
| URI: | https://hira.hope.ac.uk/id/eprint/2256 |
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