Are we allowed to blink? Young children’s leadership and ownership while mediating interactions around technologies

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Abstract

This article describes the formation of children's social interactions around technologies in preschools. This paper presents evidence from a study that explores how 3- to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources. Utilising a systematic and iterative data collection and analysis cycle, children's interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children draw on social status roles and technological positions to gain control and influence over technologies and their peers. When combined these roles and positions affect children's agency to determine social interactions around technological resources. In essence, this paper demonstrates that a complex social dynamic, in addition to technological artefacts, shape children's social interactions in contemporary technology-rich preschools.
LanguageEnglish
Pages97-115
Number of pages19
JournalInternational Journal of Early Years Education
Volume21
Issue number1
DOIs
Publication statusPublished - 20 Mar 2013

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Ownership
leadership
Interpersonal Relations
Technology
interaction
resources
Artifacts
mediation
social status
artifact
data analysis
evidence

Keywords

  • social interaction;
  • technology
  • positioning
  • preschool
  • leadership

Cite this

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abstract = "This article describes the formation of children's social interactions around technologies in preschools. This paper presents evidence from a study that explores how 3- to 5-year-old children construct their social interactions through the mediation of their peers while using technological resources. Utilising a systematic and iterative data collection and analysis cycle, children's interactions with 24 technological resources were examined over a nine-month period and across three phases. Findings reveal that children draw on social status roles and technological positions to gain control and influence over technologies and their peers. When combined these roles and positions affect children's agency to determine social interactions around technological resources. In essence, this paper demonstrates that a complex social dynamic, in addition to technological artefacts, shape children's social interactions in contemporary technology-rich preschools.",
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