Thinking about digital media and popular

Thinking about digital media and
popular-culture in the early years:
towards an understanding of digital play
Susan Edwards
“But you know there’s the one child who has got the Ben10 body
on the t-shirt and it only takes one child. So nobody could be
wearing, they could be wearing their polar fleece at kinder but the
one kid will go ‘check it out, my singlet’ and this starts the play off.
So even if you don’t project that suggestion [that they could play
Ben10], the play will turn because I think, I always think the boys
are out there, you’ve got to be challenging them all the time or
they’re at a loss. The play will stop all of a sudden and they’ll just
transfer to that [Ben10]. We have all these children that would have
the Ben10 yoghurt and they probably have the apple puree, and
they have BBQ Shapes (savoury biscuits). We always say ‘we make
the healthy choice first, where’s the fruit with the skin’ So they pull
it out and eat that and go ‘can I eat the Shapes now’?” (Edwards, et
al., 2013, p. 287)
“I feel it's all because of some of the technology that's come in;
television, technology that's been introduced over the years.
Children, their dramatic play is they're not using their own
imagination; it's more about what they see on television.
Superhero-type play has come in. Whereas back before then we
were outside, we did a lot more imaginative play; there was a lot of
using natural materials in their play, not so much the plastics and
consumables. And I think the children were more focused and had
a lot more opportunities to build on that and we'd come inside and
make fairy wings out of paper, children were happy with that.
Whereas now I find if someone brings up, say, the fairies, that topic,
[the children say] "They're not real", "Oh they don't look good
enough" or "You need this". They fall apart, they're not happy with
the simple things and then the play just stops because they want
the best and they don't take it further” (Nuttall, et al., 2015, p. 224)
Transmedia (Herr-Stephenson, Alper, Reilly & Jenkins, 2013)
Convergence (Jenkins, 2006; Marshall, 2010)
Continnum (Marsh, 2010)
Blurring (McPake, Plowman, & Stephen, 2012)
The Internet of Things (Floridi, 2007)
Digital media and popularculture in the early years
Children’s contemporary
life-worlds
Curriculum
ECE uptake/teacher use
Children’s contemporary life-worlds
 South Korea 93% 3-9 olds online; Netherlands 78% toddlers/pre-schoolers online; USA 25% 3 year
olds and 50% 5 years go online (Holloway, et al., 2013).
 “Children’s popular-culture includes both media-related texts and artefacts and those non-mediarelated practices and beliefs that are embedded in everyday life experiences” [e.g. children’s play]
(Marsh, 2014, p. 403).
 75% of children watched television and 32% watched videos/DVDs, for approximately one hour 20
minutes. New media: 27% of 5- to 6-year-olds used a computer for 50 minutes a day; One fifth of 0to-2-year-olds and more than one third of 3-to6-year-olds have a television in their bedroom [data
from a representative sample of USA parents of children aged 0 to 6 (N = 1051)](Vandewater, et al.,
2007).
 “Children’s experiences with popular-culture [are] integral to the formation of contemporary
childhoods” (Dyson, 2003, p.330
 “Pre-schoolers age three to five increasingly realise their ability to influence events on a flat screen,
and use and pretend to use phones and computers. TV plug-in toys, video-games and portable
game systems are increasingly appealing for this age group” (Goldstein, 2011, p. 323)
 Home exposure includes phones, websites, computers, commercial/digital toys, cameras,
touchscreen tablets, televisions (Parette, et al., 2009, p. 336).
Curriculum
 “New Zealand is part of a world revolution in communication, technology, work, and
leisure. Change in these and other spheres is a feature of everyday life. To cope with such
changes, children need both the confidence to develop their own perspectives and the
capacity to continue acquiring new knowledge and skills. The curriculum provides an
educational foundation that supports the full range of skills that children will need as lifelong learners” (Ministry of Education, 1996, p. 18). ‘Communication’ Goal 3 & 4;
‘Exploration’ Goal 2.
 “Contemporary texts, include electronic and print based media. In an increasingly
technological world, the ability to critically analyse texts is a key component of literacy.
Children benefit from opportunities to explore their world using technologies and to
develop confidence in using digital media” (DEEWR, 2009, p. 38). ‘Communication’
Learning Outcome 5.
 Today’s children are growing up in a rapidly changing digital age that is far different from
that of their parents and grandparents. A variety of technologies are all around us in our
homes, offices, and schools. When used wisely, technology and media can support
learning and relationships (NAEYC, 2012, p. 1).
 See also: England’s Statutory Framework for the Early Years Foundation Stage
(Department for Education 2012); Curriculum for the Preschool (Skolverket: Swedish
National Agency for Education 2010).
ECE uptake/teacher use
 “Technology use in ECE remains a topic of considerable debate”: using technology
reduces time for other activities versus using technology promotes digital literacy
(Daugherty, 2015, p. 3)

Technology use less prevalent in early childhood education for children then
technology use in the home: due to perceptions regarding educational value of
technologies for young children; ‘safety’ of technology; competence to use
technology; privileging of technologies for older children (Thorpe, et al., 2015, p.
175)

“Research continually shows that teachers fail to integrate technology in their
classrooms. Indeed, individual attitudes or confidence and anxiety about using
technology are correlated with actual use such that those more in favour of
technology are more likely to adopt technology in their classroom” (Blackwell,
Lauricella & Wartella, 2014, p. 83)

First order barriers: lack of access/inadequate technical support; Second order
barriers: beliefs about teaching/beliefs about computers/unwillingness to
change/established classroom practices (Ertmer, et al., 1999, p. 200).
Curriculum
Emphasizes the need to use
digital media and technologies
(but not necessarily popularculture) into children’s learning
experiences
Contemporary life-worlds
Digital media and popular-culture
often embedded into daily
cultural activity (for children living
in post-industrialised
communities)
Integration
ECE uptake/teacher use
Uptake influenced by teachers at the
individual level; tension with valued
activities; teachers ‘fail’ to integrate;
technologies separated from digital
media and popular-culture
Consistently suggested solution
Teachers require more in-service
and pre-service professional
learning on using technologies
Failed to make large scale difference to practice (Marsh, 2005; Yelland, 2011; Barron 2011)
Curriculum
Emphasizes the need to use
digital media and technologies
(but not necessarily popularculture) into children’s learning
experiences
Contemporary life-worlds
Digital media and popular-culture
often embedded into daily
cultural activity (for children living
in post-industrialised
communities)
Integration
ECE uptake/teacher use
Uptake influenced by teachers at the
individual level; tension with valued
activities; teachers ‘fail’ to integrate;
technologies separated from digital
media and popular-culture
Towards a new solution
Play is foundational to early
childhood education
How does developing a new concept of digital play help educators achieve integration?
Tool
Subject
Object
Why a new concept of ‘digital’ play?
‘Play’
Teacher
Children’s
learning
Pretend
play,
manipulative
play,
dramatic play, gross
motor play, exploratory
play
Teacher
‘Play’
?
iPad? DS? Nintendo?
Television? Characters –
Ben10, Spiderman,
Disney Princess, Peppa
Pig?
Children’s
learning
Online
App
YouTube
DS/Wii/PC
DVD/TV
Peppa Pig World
Stage show
Toys
Celebration
Accessories
Clothing
Muddy
puddles
Muddy
puddles
Various
episodes
Fun
and
games (DS)
The fire engine
and other stories
Rides: windy castle, dinosaur
adventure, little train, car ride,
balloon ride, boat trip, helicopter
flight
Peppa Pig’s
Party (UK)
Figurines: Kitchen, Classroom,
Rocket,
Palace,
Supermarket,
Playhouse, Campfire, Fire station,
Helicopter, Train
Balloons
Sticker pad
Wellington
boots
Spot
the
difference
Maze
Movie
Theme
(DS)
Stars
Peppa’s house, school, campervan
Peppa Pig’s
Treasure Hunt
(UK)
Medical case
Birthday banner
Toothbrush
Shoes
Peppa Pig
World: Blog
Happy Mrs
Chicken
Peppa’s
Christmas
The
(DS)
Game
Bubbles
Indoor play centre
Puzzles
Tableware
Back pack
Socks
Decorate the
lounge
Pigworld
The
(Wii)
Game
New Shoes and
other stories
Playground
Sit ‘n’ bounce
Birthday cards
Torch
Slippers
Storybook
Adapations:
adult orientated
Activity
Centre (PC)
Muddy puddles
and other stories
Muddy puddles (water play)
Playing cards
Wrapping paper
Drink bottle
Hats
Adaptations:
child orientated
Galaxy
Fun (PC)
My
birthday
party and other
stories
Café/ice cream parlour
Snakes and Ladders
Gift
bags/party
favours
Plasters (bandaids)
Bib
Princess Peppa
Toyshop
Dominoes
Invitations
Duvet (doona)
Underwear
Potato city
Photography
Plush toys
Christmas crackers
Lamp
Swimwear
Cold winter day
Hotel packages
Royal princess carriage; adventure
buggy
Candles
Plate, cutlery,
cup
T-shirts
The ballon ride
Bubbles
Cupcake sugarette
decorations
Curtain
Umbrella
Santa’s grotto
Scooter/tricycle/skates
Birthday
cake
edible icing sheet
paque
Thermometer
Vest/singlet
Peppa’s
Christmas
Balancing boat
Table cloth/cover
Bike helmet
Mac/coat
Flying a kite
and other stories
Paint
Thank you cards
Bookshelf
Sunglasses
Musical band set
Birthday badge
Lunchbox
park
Facebook
Feed Polly
Find Polly
My
laptop
™
of
first
Bike helmet
DS carry case
(Edwards, 2014)
Outdoors
Bike riding; balls; climbing; digging; scooters; tent
Craft
Pasting; cutting; drawing; gluing; play-doh; Play School Art Maker™ app
collage
Fine motor
Play School™ puzzles; colouring books; In the Night Garden™ sticker book;
Octonauts™ sticker book
Construction Lego™; cardboard boxes; Duplo™
Music
Piano; drums; guitar; singing; Giggle and Hoot™ DVD
Pretend
Wrapping, feeding and putting dolls and teddies to sleep; playing ‘school’,
‘doctors’ or ‘farms’ with Play School™ Jemima doll; In the Night Garden™
scenarios with figurines, wooden Ninky Nonk and Upsy Daisy and Iggle
Piggle dolls; Toy Story™ scenarios with Buzz™ Lightyear doll; farm set,
Thomas the Tank Engine™ scenarios with trains and track; Bob the Builder™
scenarios with trucks, dumpers and diggers (in sandpit)
Fixing broken cars as an Octonaut™, building an Octopod™ and rescuing
ocean creatures, Spiderman™ and Buzz Lightyear™ rescuing teddy bears,
vacuuming, cooking,
Role
Internet
Desktop
computer
iPad™
Television
DVD/CD
Gaming units
Smart phones
Skype™, Play School™ website, YouTube™
ABC Reading Eggs™
Play School Art Maker™ app, Toy Story™ movie
Octonauts™, Play School™, Mike the Knight™, Angelina Ballerina™, Little Princess™, Wot Wots™,
Thomas the Tank Engine™, Mr Men™, In the Night Garden™, Chugginton™, Sesame Street™, Bob
the Builder™
Fireman Sam™, Toy Story™, Cars™, Bob the Builder™, Giggle and Hoot™, Dora the Explorer™,
Miffy™
Nintendo DS™: Toy Story™, Sesame Street™
Taking or looking at photographs/video of family, Monkey Math™, Monkey Preschool ™, Angry
Birds™, Cover Orange™, Thomas the Tank Engine™, apps
Toys
In the Night Garden™ figurines, Upsy Daisy doll, Iggle Piggle doll, wooden Ninky Nonk; Play
School™ Jemima doll; Toy Story™ Buzz Lightyear doll, cardboard figures; Giggle and Hoot™ soft
toy; Cars™ vehicles; Spiderman™ costume; Thomas the Tank Engine™ trains, train track; Winnie the
Pooh™: Tigger figurine. Bob the Builder™: figurines
Accessories
Toy Story™ toothbrush, toybox, torch, sticker book; Giggle and Hoot™ books, blanket; Bob the
Builder™ books; Winnie the Pooh™ feeding bottle, tissues, books; soft toy; In the Night Garden™
books, stickers, show bag, drink bottle, umbrella; Play School™ books; Sesame Street books™;
Octonauts™ sticker book; Spiderman™ toothbrush; Mr Men™ books; Thomas the Tank Engine™
mirror
Giggle and Hoot™ cake; Toy Story™ cake, pureed fruit, yoghurt, serviettes, plastic cups; Cars™
yoghurt
Thomas the Tank Engine™ boots, t-shirt; Toy Story™ apron, t-shirt; Winnie the Pooh™ nappies;
Giggle and Hoot™ pyjamas
Celebration
Clothing
Maisie : 30 months
“She plays with her Jemima doll a lot. Sometimes
she will wake Jemima up and put her to bed.
Sometimes she will take her to the farm, a little
farm set that we’ve got, or pretend that we are
doctors and nurses and that Jemima’s not feeling
well and maybe we have to fix her. Sometimes it
will be flash cards, or little cards that I have made
up for learning colours and shapes and things, and
Maisie will want Jemima to play, so Jemima will
hold the cards for us while we are doing them.
She learns about Jemima through the songs and
stories that they act out on Play School™. They
do a lot of role play with the dolls [on Play
School™], and so Maisie’s Jemima will be a
farmer one day and a mum the next day and
someone at the beach the next, and so she learns
things like that.”
(TM)
Alex: 20 months
“With Iggle Piggle™ and the boat he’ll put them to
sleep. The other day he was going to have naptime and
he must have seen a show recently and he went and
grabbed Iggle Piggle™ from the toy box and wanted to
put him to bed before he went to bed so it was role
playing putting him to bed, he’s not really into role
playing the stories that much yet, but he will hold his
figurine characters and look at them and match them up
on the screen. So when they come up on the TV screen
he will find the right characters and match them up. He
does it in the books too. I don’t mind encouraging it, for
the toys I think it is good because it does consolidate it
a bit, it is not just watching a TV show, turning it off
and forgetting about it. We go and read the books and
often they are about the same episode that you might
have seen and it’s furthering it and talking with
comprehension, what has happened in the story and
with the characters.”
(TM)
Jed: three years
“Jed is really into the Octonauts™
lately and that is really role playing
the Octonauts ™. He hasn’t really
got anything, just a sticker book my
mum bought for him, but he will role
play the Octonauts™ and go and find
whatever bits of costume he can wear
to make himself look like an
Octonaut™, so jocks on his head or
whatever. He picks up what he has
seen and definitely throws his own
gist into it as well – ‘we have a
mission, the car’s broken down, it’s
got flat tyre, we need to fix the tyre’
so then he will bring his own
experiences into that again but with
the Octonauts™ there.”
Jack: four years; Riley: 30 months
“They are both very much into the
Octonauts™ at the moment, that’s
probably the new, definitely the new
one, they were playing Octonauts ™ this
morning and they were both being
Octonaut™ characters this morning.
They just picked a character each and
they made the Octopod on the couch
and they were playing one of the
episodes and helping the animals. They
made the Octopod out of cushions on
the couch. They were both acting out
different shows, different episodes
actually. Jack was a bit more specific in
acting out the show. Riley was just sort
of randomly calling out ‘we are coming’.
It’s good because they have sort of little
adventures I think, that is why I think it’s
good for that age.”
‘The relationship between traditional and converged play provided an
opportunity for the children to make meaning about multiple aspects of their
lives. Play activities associated with converged play did not necessarily distract
from traditional play-type preferences. This suggests thinking about the
relationship between traditional and converged play in which each potentially
relates to the other, and through which children and families negotiate
meanings that are personally relevant to their experiences and learning needs’
(Edwards, 2013)
Geertz (1973) – culture as a ‘web’ with ‘man suspended
in webs of significance he himself has spun (p. 5).
Digital play: web-mapping for Maisie and Jemima
(Edwards, 2013)
Digital play: web-mapping for Jed and Toy Story™
Digital play: using web-mapping in practice
•
•
•
•
•
•
•
•
2-3 children/families (x 20 centres)
Ethics documentation
Talk with the children and families, maintain normal observations/assessments
Fill in a web-map for identified converged interests
Fill in a web-map for planned learning
Possibly use web-map for observation of planned experiences
Document as usual: photographs, notes, learning stories, observations etc
Reflect: does web-mapping support the integration of digital media and popularculture into the program?
Disney Princesses; Angry Birds; Spiderman; Batman; Justice League; Skylanders;
touchscreen tablets (Puppet Pals; YouTube; Drawing; Painting); digital cameras; character
toys
Digital play: influence of web-mapping as a
new conceptual tool on curriculum practices
(Edwards, in press, p. 14)
1. Web-mapping promotes an in-depth focus
on children’s interests
 I used this tool to understand the back story
as to why they choose the things they use
 Just how immersed they were in an interest
and that it was the majority of their play
 More in-depth understanding of the
children’s thinking
2. Web-mapping provides a visual aid for
observing children’s play interests
 It can tell a story just by the way you are
colouring it in. You can really just read that and
then you can understand so easily that next time,
and for next time
 At a glance, quick visual tool that provides a clear
focus
 It is flexible so you can add to it to suit a
particular children, it is flexible enough to suit a
child’s play
3. Web-mapping means teachers plan playbased experiences typically considered
‘unsuitable’
 Things we used to say ‘they are not kindergarten
toys’ now I feel a bit more comfortable about that
looking at it from his point of view
 Being inclusive and extending up children’s ideas
and instead of ignoring or devaluing these
 I think it is because of web-mapping that we are
asking questions now. It wasn’t like I was waiting
at the sidelines. I would be like ‘oh well, what
about this?’ And, ‘let’s talk about that’
4. Web-mapping promotes intentional teaching
 I thought more about their interests and how I
could extend – how I could do more things for
them to go on with
 Intentional teaching is clearly mapped
 It is clear where their play has been and
where it is heading
5. Web-mapping aligns children’s digital
experiences and knowledge with play-based
learning experiences
 I think because we have got more of a focus on children
playing, natural environments and all that stuff, we kind of
forget about the fact that we’re living in the 21st century
and children are using these; and we can actually use that
technology in our context to extend them. Until webmapping I did not realise that I could actually be using
those things. Saying and talking and having discussions
about it and actually involving that into the program
 The play-based learning is more in their world now
 When the technology was there as a tool I had their
engagement
Pretend
play,
manipulative
play,
dramatic play, gross
motor play, exploratory
play
Teacher
Web mapping tool
iPad, DS, Nintendo,
Television, Characters –
Ben10, Spiderman,
Disney Princess, Peppa
Pig
Children’s
learning
Curriculum
Emphasizes the need to use
digital media and technologies
(but not necessarily popularculture) into children’s learning
experiences
Contemporary life-worlds
Digital media and popular-culture
often embedded into daily
cultural activity (for children living
in post-industrialised
communities)
Integration
ECE uptake/teacher use
Uptake influenced by teachers at
the individual level; tension with
valued activities; teachers ‘fail’ to
integrate
Towards a new solution
Developing new concepts of
digital play
Digital play via web-mapping helps educators to integrate traditional, technological and popularculture activities against observed interests and planned learning outcomes
Digital play via web-mapping: moving forward
Web-mapping
Department Education and
Training/City of Casey
Australian Research
Council/ACU/Monash/Sheffield/Bestchance/City of Knox
Web-mapping app project
‘New Play’ project
Turning
web-mapping
into
a
downloadable app to be used by
educators
 We have established that web-mapping is userfriendly for educators
“The idea is fantastic, because where we
usually make our observations, and then
we show the outcomes, but with this we
can do that all together. That is really
good; With this tool [as an app] you can
just do it. That is so easy. All this stuff
[observation,
planning,
assessment]
comes into the pipe”
 Now we want to know more about what characterises
children’s play when educators use web-mapping to
plan and implement play-based learning experiences
 In primary and secondary education when teachers
plan for children’s technology learning it is called ‘New
Literacies’. We are interested in working out what
‘New Play’ looks like for early childhood education
when using web-mapping
“New concepts of play suggests a productive way forward for the field
of early childhood education in addressing the problem of technology,
digital media and popular-culture integration with play-based learning.
Web-mapping, as one such new concept of play, indicates that
representations of children’s contemporary play that encompasses the
blurring boundaries between children’s traditional and converged play
activities are of possible use in influencing teachers’ curriculum
practices when it comes to observing, planning and implementing
play-based learning experiences for young children. A continued
focus on the barriers to technology uptake in early childhood
education and/or teacher beliefs or attitudes to using technologies
may not be as useful to the field as the generation of new
knowledge about children’s play in post-industrial societies”
(Edwards, in press, p. 22).
REFERENCES
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