Imaginative interaction with Internet games
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This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It focuses on a small group case study of 8- and 9-year-old children, from diverse cultural backgrounds, who were regular players on free-access commercial Internet games. As children frequently perform imaginative narrative play both privately and in groups triggered from experiences with novels, films and television, the research initially focused on whether similar activities resulted from experiences with commercially sponsored free Internet game sites. If so, to what extent might these texts also influence children's creative output? To explore this, the children attended a weekly after-school computer club during which they played on Internet games. During the course of the club sessions, each child was observed and interviewed about the experiences they had resulting from the gameplay. Through consideration of the children's play and opinions, the teacher researcher developed valuable insights into her students and their worlds to the benefit of her practice.
© 2012 Blackwell Publishing Ltd and UKLA. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. The definitive version is available at http://onlinelibrary.wiley.com/
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)