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  • The use of touch-screen tablets at home and pre-school to foster emergent literacy

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    NeumannPUB2416.pdf (131.5Kb)
    Author(s)
    Neumann, Michelle M
    Neumann, David L
    Griffith University Author(s)
    Neumann, David L.
    Neumann, Michelle M.
    Year published
    2017
    Metadata
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    Abstract
    Young children living in technology-based communities are using touch-screen tablets (e.g. iPads) to engage with the digital world at an early age. The intuitive touch-screen interface, easily downloadable apps (applications) and mobility of tablets drive their increasing popularity with pre-schoolers. This review examines research to date on tablets, apps and emergent literacy in young children in the home and at pre-school. Evidence is building that suggests tablets have the potential to foster emergent writing and letter knowledge. Although the impact of tablets on emergent literacy is not yet fully known, developing ...
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    Young children living in technology-based communities are using touch-screen tablets (e.g. iPads) to engage with the digital world at an early age. The intuitive touch-screen interface, easily downloadable apps (applications) and mobility of tablets drive their increasing popularity with pre-schoolers. This review examines research to date on tablets, apps and emergent literacy in young children in the home and at pre-school. Evidence is building that suggests tablets have the potential to foster emergent writing and letter knowledge. Although the impact of tablets on emergent literacy is not yet fully known, developing themes highlight potential benefits and hindrances of tablets for emergent literacy. Two important considerations are the quality of emergent literacy apps and the importance of scaffolding young children's use of tablets at home and pre-school to support emergent literacy development. Directions for future research and recommendations for parents and teachers are discussed.
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    Journal Title
    Journal of Early Childhood Literacy
    Volume
    17
    Issue
    2
    DOI
    https://doi.org/10.1177/1468798415619773
    Copyright Statement
    © 2017 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/348630
    Collection
    • Journal articles

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