ABSTRACT

Many young children engage independently and/or collaboratively in self-initiated digital experiences. These experiences vary and may include digital play or gaming, web searching, communication with others, and with curriculum and entertainment-related content. Yet children’s digital experiences are contingent upon the design of the technologies to which they have access, the subsequent activities that are encouraged and the opportunities for interaction with adults and peers. Further, the contexts within which technologies are used, and the purposes for their use invariably alter text production. This article closely examines an instance where a five-year old child produced a digital text while playing alongside others in a weekend digital playgroup. Examination of this instance in an out-of-school context reveals opportunities for interaction through the affordances of digital resources, and possibilities for communication with both adults and peers. It demonstrates that even young children can compose and edit as they navigate digital text production.

摘要

许多幼儿独立地和/或合作地参与了自我启动的数字体验。这些体验各不相同，可能包括数字游戏或游戏，网络搜索，与他人的交流以及与课程和娱乐相关的内容。然而，儿童的数字体验取决于他们可以使用的技术的设计，所鼓励的后续活动以及与成人和同龄人互动的机会。此外，使用技术的环境及其使用的目的总是会改变文本的产生。本文仔细研究了一个实例，其中一个五岁的孩子在周末数字游戏组中与其他人一起玩时产生了数字文本。在校外背景下对该实例进行的检查揭示了通过提供数字资源提供的进行交流的机会，以及与成年人和同龄人进行交流的可能性。它表明，即使是幼儿，也可以在浏览数字文本作品时进行撰写和编辑。