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  • Exploring and mapping young children’s digital emergent writing on tablets

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    Embargoed until: 2023-05-14
    File version
    Accepted Manuscript (AM)
    Author(s)
    Neumann, Michelle M
    Griffith University Author(s)
    Neumann, Michelle M.
    Year published
    2021
    Metadata
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    Abstract
    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 ...
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    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.
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    Journal Title
    Early Years
    DOI
    https://doi.org/10.1080/09575146.2021.1999214
    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
    Publication URI
    http://hdl.handle.net/10072/410425
    Collection
    • Journal articles

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