Paper Info
Title
Guided interaction in pre-school settings
Abstract
The aim of this study was to explore how guided interaction could create opportunities for learning with information and communication technologies (ICT) for children aged three and four. The study was grounded in the naturalistic environment of the playroom, in a context of free play and child-initiated activity, and focused on interventions selected and implemented by practitioners. Guided interaction describes the ways in which children's interactions with computers and other forms of ICT can be actively supported in pre-school settings. The paper presents a framework that illustrates proximal and distal guided interaction and the modes by which they are enacted. The concept of guided interaction (i) provides a tool for thinking about the different modes by which learning can be supported in pre-school settings and (ii) helps practitioners to articulate, reflect on and legitimise changes in pedagogy, enabling them to find new approaches to working with ICT. The paper provides an account of the analysis underpinning the development of the concept, followed by a description of its characteristics and the different types of learning that can be supported. An adapted version of this analytical framework has potential both as a research tool and to support changes in practice for professionals in other sectors of education.
Year
DOI
Venue
2007
10.1111/j.1365-2729.2007.00194.x
JOURNAL OF COMPUTER ASSISTED LEARNING
Keywords
Field
DocType
children,interaction,learning,pre-school,technology
Educational technology,Psychological intervention,Information technology,Psychology,Knowledge management,Computer literacy,Teaching method,Pedagogy,Information and Communications Technology,User interface,Underpinning
Journal
Volume
Issue
ISSN
23
1
0266-4909
Citations 
PageRank 
References 
10
1.75
8
Authors
2
Name
Order
Citations
PageRank
Lydia Plowman122340.92
Christine Stephen2728.19