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Table of Contents
Intro; Foreword; References; Acknowledgement; Contents; Chapter 1: Digital Childhoods Across Contexts and Countries; 1.1 Introduction; 1.2 Four Guiding Principles Underpin the Theoretical Framework; 1.2.1 Part I: Social Affordances Across Time and Space in Digital Contexts; 1.2.2 Part II: Digital Play and Engagement; 1.2.3 Part III: Societal Tools for Thinking, Learning and Communicating Differently; 1.3 Conclusion; References; Part I: Social Affordances Across Time and Space in Digital Contexts.
Chapter 2: How Families Use Video Communication Technologies During Intergenerational Skype Sessions2.1 Introduction; 2.2 Data and Method; 2.3 Analysis; 2.3.1 A Story to Tell: Past Events Recalled to Tell Grandmother; 2.3.2 Orienting to the Object (the Slinky) the Child is Manipulating; 2.3.3 Initiating Talk with Jonty and Pursuing Interaction; 2.3.4 Embodied Actions Used to Facilitate Jonty's Interaction with His Grandfather; 2.4 Discussion; Appendix A; References; Chapter 3: Digital Bridges Between Home and Preschool: Theorising Conceptually Inclusive Practice in Digital Environments.
3.1 Introduction3.2 Cultural-Historical Conceptions of Inclusion; 3.3 Conceptions of Inclusion and the Use of Technologies; 3.4 Study Design; 3.5 Inclusive Digital Cultural Practices at Home; 3.6 Inclusive Digital Cultural Practices in Preschool; 3.7 Conclusion; References; Chapter 4: Digital Participation Among Children in Rural Areas; 4.1 Introduction; 4.2 Media Panic and Communities of Practice; 4.2.1 Inclusion and Exclusion in the Digitalized Daily Life of Children; 4.3 Method; 4.3.1 Participants and Context; 4.4 Data Analysis: Inclusion, Exclusion and Access.
4.4.1 Children On- and Offline4.4.2 Parents' Views on Digitalization; 4.4.3 Digitalized Community: Threat Versus Possibility; 4.5 The Barriers Summarized; 4.5.1 Comfortable Using Computers: Psychological Access; 4.5.2 Having Access to These Digital Assets: Material Access; 4.5.3 Know How to Use Them: Skills Access; 4.5.4 Use Regularly and in a Varied Way: Usage Access; 4.6 Conclusion; References; Chapter 5: Producing Contexts for Young Children's Digital Technology Use: Web Searching During Adult-Child Interactions at Home and Preschool; 5.1 Introduction; 5.2 Approach.
5.3 Comparison of Interactions During Web Searching5.3.1 Producing the Purpose for Web Searching; 5.3.2 Orienting to the Google Search; 5.3.3 Providing the Search Question; 5.3.4 Keying in the Search Question; 5.3.5 Refining the Web Search; 5.4 Discussion; 5.5 Conclusion; Appendix; Transcription Conventions; References; Part II: Emotionality, Play and Digital Engagement; Chapter 6: Electronic Gaming: Associations with Self-ƯRegulation, Emotional Difficulties and Academic Performance; 6.1 Introduction; 6.2 Electronic Games and Development.
Chapter 2: How Families Use Video Communication Technologies During Intergenerational Skype Sessions2.1 Introduction; 2.2 Data and Method; 2.3 Analysis; 2.3.1 A Story to Tell: Past Events Recalled to Tell Grandmother; 2.3.2 Orienting to the Object (the Slinky) the Child is Manipulating; 2.3.3 Initiating Talk with Jonty and Pursuing Interaction; 2.3.4 Embodied Actions Used to Facilitate Jonty's Interaction with His Grandfather; 2.4 Discussion; Appendix A; References; Chapter 3: Digital Bridges Between Home and Preschool: Theorising Conceptually Inclusive Practice in Digital Environments.
3.1 Introduction3.2 Cultural-Historical Conceptions of Inclusion; 3.3 Conceptions of Inclusion and the Use of Technologies; 3.4 Study Design; 3.5 Inclusive Digital Cultural Practices at Home; 3.6 Inclusive Digital Cultural Practices in Preschool; 3.7 Conclusion; References; Chapter 4: Digital Participation Among Children in Rural Areas; 4.1 Introduction; 4.2 Media Panic and Communities of Practice; 4.2.1 Inclusion and Exclusion in the Digitalized Daily Life of Children; 4.3 Method; 4.3.1 Participants and Context; 4.4 Data Analysis: Inclusion, Exclusion and Access.
4.4.1 Children On- and Offline4.4.2 Parents' Views on Digitalization; 4.4.3 Digitalized Community: Threat Versus Possibility; 4.5 The Barriers Summarized; 4.5.1 Comfortable Using Computers: Psychological Access; 4.5.2 Having Access to These Digital Assets: Material Access; 4.5.3 Know How to Use Them: Skills Access; 4.5.4 Use Regularly and in a Varied Way: Usage Access; 4.6 Conclusion; References; Chapter 5: Producing Contexts for Young Children's Digital Technology Use: Web Searching During Adult-Child Interactions at Home and Preschool; 5.1 Introduction; 5.2 Approach.
5.3 Comparison of Interactions During Web Searching5.3.1 Producing the Purpose for Web Searching; 5.3.2 Orienting to the Google Search; 5.3.3 Providing the Search Question; 5.3.4 Keying in the Search Question; 5.3.5 Refining the Web Search; 5.4 Discussion; 5.5 Conclusion; Appendix; Transcription Conventions; References; Part II: Emotionality, Play and Digital Engagement; Chapter 6: Electronic Gaming: Associations with Self-ƯRegulation, Emotional Difficulties and Academic Performance; 6.1 Introduction; 6.2 Electronic Games and Development.