iPads, Digital Play and Pre-schoolers

Mobile technologies such as the iPad, mark a turning point in leisure activities for many young children. Their proliferation is now an emergent theme in educational research yet the impact on ` play' is less understood. This paper reports on data collected from three interrelated studies designed to examine issues of (i) children's access to these technologies from the perspectives of parents/guardian, (ii) the opportunities for spontaneous play these devices present through their applications targeted for young children, and (iii) the affordances and limitations that emerge from the experiences of children. In this paper we share an expanded criteria designed for the analysis and observation of computer play with young children. Our findings, contribute to the theoretical basis for digital play by applying theories (established in conventional play settings) to children's use of iPads in their home settings. Our findings captured some positive experiences showcasing the potential for digitally mediated imaginative play with the iPad. The critical role that parents and care-givers play in framing the activity through time and selected opportunities was emphasized. We provide some examples of the affordances for children and their significant others that emerge from digital play that might be not be possible in natural play.