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Kucirkova, Natalia; Sheehy, Kieron and Messer, David
(2015).
DOI: https://doi.org/10.1111/1467-9817.12030
Abstract
This study explores the themes in the talk of two mothers and daughters as they share a self-created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post-Vygotskian theoretical frameworks were helpful in capturing the dynamic co-construction of the authentic and multimedia stories parents and children shared.
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About
- Item ORO ID
- 40600
- Item Type
- Journal Item
- ISSN
- 1467-9817
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport > Childhood and Youth
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) - Research Group
- Childhood and Youth
- Copyright Holders
- © 2014 UKLA
- Related URLs
- Depositing User
- Natalia Kucirkova