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Swedish preschool teachers' perceptions about digital play in a workplace-learning context
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0003-3856-1519
2019 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study investigates preschool teachers' perceptions about the pedagogical use of digital play and, by using the Learning in Working Life framework as a theoretical point of departure, it also investigates how these perceptions are connected to the teachers' professional learning environment. Participants wrote a self-report essay about digital play. Results show that the participants identified opportunities with digital play on a societal, content, workplace practice and social-cultural level of the workplace-learning context. Challenges were identified on a social-cultural, technical-organisational and content level. The conclusion is when introducing digital play into preschools, the challenges include too little time and reluctant parents and colleagues. The opportunities can be summed up as helping to prepare children for the future and enriching their upbringing and learning.

Place, publisher, year, edition, pages
Routledge, 2019.
Keywords [en]
Digitalisation, professional learning, professional development, preschool, digital play
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-163670DOI: 10.1080/09575146.2019.1658065ISI: 000482847900001OAI: oai:DiVA.org:umu-163670DiVA, id: diva2:1362847
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-21

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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