Advances in technology have seen a proliferation of touch-screen interfaces available to young children. These screens have changed the way in which young children engage with digital technology; with increased exposure and use, it raises debates about the suitability of integrating digital technology within early childhood settings. There are limited empirical studies that investigate the appropriateness of emergent digital technology within the field of early childhood. Based upon the TPACK model, this timely paper thus discussed the Digital Play Model (Numeracy) and reported on a project investigating the integration of digital technologies into childcare settings. In particular, the focus of this paper was to report on the use of games using a gestural interface device have on 3- to 4-year-old children’s ability to learn numeracy concepts. This study found that young children’s numeracy learning outcomes were improved. This paper also provided empirical evidence of the use of Apps via iPad technologies on young children’s numeracy learning, with an implication to a need for a pedagogical model for successful integration of digital technology within early childhood settings.

中文翻译：

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幼儿数字能力学习中的数字游戏

随着技术的进步，幼儿可用的触摸屏界面激增。这些屏幕改变了幼儿使用数字技术的方式。随着接触和使用的增加，它引发了关于将数字技术集成到儿童早期环境中的适用性的争论。仅有有限的经验研究来研究新兴数字技术在幼儿领域的适用性。因此，该及时的论文基于TPACK模型，讨论了数字游戏模型（算术），并报告了一个项目，该项目正在研究将数字技术集成到儿童保育环境中。尤其是，本文的重点是报告使用手势接口设备的游戏对3至4岁儿童学习算术概念的能力。这项研究发现，幼儿的算术学习成果得到了改善。本文还提供了通过iPad技术在幼儿的算术学习中使用Apps的经验证据，这表明需要一种教学模型来成功地将数字技术集成到幼儿环境中。