Touch Screen Tablets and Emergent Literacy

被引：152
作者：
Neumann M.M. [1 ,4 ]
Neumann D.L. [2 ,3 ]
机构：
[1] Griffith Institute for Educational Research, Griffith University, Gold Coast, QLD
[2] Behavioural Basis of Health Program, Griffith Health Institute, Griffith University, Gold Coast, QLD
[3] School of Applied Psychology, Griffith University, Gold Coast, QLD
[4] School of Education and Professional Studies, Griffith University, Gold Coast, QLD
来源：
Early Childhood Education Journal | 2014年 / 42卷 / 4期
关键词：
Apps; Emergent literacy; Preschoolers; Scaffolding; Touch screen tablets;
D O I：
10.1007/s10643-013-0608-3
中图分类号：
学科分类号：
摘要：
The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers' use of tablet application software and support their educational development in domains such as literacy. This article reviews current findings on using touch screen tablets in supporting early literacy development within a theoretical framework. The evidence suggests that tablets have the potential to enhance children's emergent literacy skills (e.g., alphabet knowledge, print concepts, and emergent writing). However, the optimal use of tablets for early literacy learning may be dependent upon the type of scaffolding used by parent or teacher and the availability and quality of literacy tablet applications. Practical implications and suggestions for future research are discussed. © 2013 Springer Science+Business Media New York.
引用
收藏
页码：231 / 239
页数：8
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