Exploring and mapping young children’s digital emergent writing on tablets
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Embargoed until: 2023-05-14
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Accepted Manuscript (AM)
Author(s)
Neumann, Michelle M
Griffith University Author(s)
Year published
2021
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Show full item recordAbstract
The use of tablets by young children is increasing and more research is needed to understand how to evaluate and map the emergence of digital writing. To explore this, children (aged 2–5 years; N = 48) were asked to write on an iPad using a drawing app (1×10-minute session/week over 9 weeks). Traditional frameworks for early writing development were used to map the types of marks young children created with their fingers on iPads. The types of digital writing children created ranged across ‘scribble marks’, ‘invented marks’, ‘invented letters’, ‘conventional letters’, and ‘word writing’. In contrast to viewing children as ...
View more >The use of tablets by young children is increasing and more research is needed to understand how to evaluate and map the emergence of digital writing. To explore this, children (aged 2–5 years; N = 48) were asked to write on an iPad using a drawing app (1×10-minute session/week over 9 weeks). Traditional frameworks for early writing development were used to map the types of marks young children created with their fingers on iPads. The types of digital writing children created ranged across ‘scribble marks’, ‘invented marks’, ‘invented letters’, ‘conventional letters’, and ‘word writing’. In contrast to viewing children as having writing abilities at only a single level of writing development, individual children were observed to produce digital marks representative of different stages of writing development. Providing new ways of mapping the emergence of digital mark making will help early childhood educators better understand digital writing development.
View less >
View more >The use of tablets by young children is increasing and more research is needed to understand how to evaluate and map the emergence of digital writing. To explore this, children (aged 2–5 years; N = 48) were asked to write on an iPad using a drawing app (1×10-minute session/week over 9 weeks). Traditional frameworks for early writing development were used to map the types of marks young children created with their fingers on iPads. The types of digital writing children created ranged across ‘scribble marks’, ‘invented marks’, ‘invented letters’, ‘conventional letters’, and ‘word writing’. In contrast to viewing children as having writing abilities at only a single level of writing development, individual children were observed to produce digital marks representative of different stages of writing development. Providing new ways of mapping the emergence of digital mark making will help early childhood educators better understand digital writing development.
View less >
Journal Title
Early Years
Copyright Statement
This is an Author's Accepted Manuscript of an article published in Early Years, 14 Nov 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/17549507.2021.1991474
Note
This publication has been entered in Griffith Research Online as an advanced online version.
Subject
Education systems