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A Vygotskian perspective on parent-child talk during iPad story sharing

Kucirkova, Natalia; Sheehy, Kieron and Messer, David (2015). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading, 38(4) pp. 428–441.

DOI (Digital Object Identifier) Link: https://doi.org/10.1111/1467-9817.12030
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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.

Item Type: Article
Copyright Holders: 2014 UKLA
ISSN: 1467-9817
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Childhood Studies
Item ID: 40600
Depositing User: Natalia Kucirkova
Date Deposited: 24 Jul 2014 08:53
Last Modified: 27 Feb 2017 12:18
URI: http://oro.open.ac.uk/id/eprint/40600
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