Online Play Spaces - Demonisation of Technology in the Early Years?

This research focuses on the need for children to use online gaming technology and for educators to accept rather than
regard engagement with online technology detrimentally. The research collated the views of early years practitioners in
private, voluntary and statutory setting and also collected pictorial representatives of children's learning environments. The
perspectives of children were sought on their view of what they learnt from online gaming technology and if children
considered these skills as transferable. This work is the initial research conducted for PhD. Theoretical frameworks for this
study recognise the constructs of Palfrey and Glasser (2008) and Csikszentmihalyi (1996). A socioconstructivist perspective
was taken in the design and consideration of the research and data. In seeking the voice of the children appropriate ethical
considerations have been considered, permissions sort from the author’s university, and permissions gained from the
settings, students and the children and families who participated. Children from as young as three recognised the influence
and impact online gaming technology had on their learning, were able to identify the possibilities of transferring to other
aspects of their learning and development. Early Years practitioners recognised their skills gap, level of understanding
regarding gaming platforms and levels of confidence in engaging with technology generally. The implications of this research
has ensured that early years practitioners are beginning to question their level of engagement with technology. Some report
that as a result of the research they have begun to challenge planning and the way they use online technology within the
EYFS.