young children's play in online virtual worlds
young children's play in online virtual worlds
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DOI：
10.1177/1476718x09345406
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发表时间：
2010-02-01
影响因子：
1.2
通讯作者：
Marsh, Jackie
中科院分区：
文献类型：
--
作者：
Marsh, Jackie
儿童的虚拟世界正变得越来越受欢迎，但很少有关于儿童使用这些世界的报道。随着技术在世纪继续给社会和文化习俗带来重大变化，幼儿上网的时间越来越多。儿童的一些在线互动本质上可以归类为游戏;然而，游戏和技术经常被定位为对立的。在这篇文章中，我探讨了围绕游戏和技术之间的关系的紧张关系，并将其与有关“真实的”和“虚拟”概念的类似话语联系起来。然后，我继续考虑虚拟世界与幼儿的日益普及，并研究在他们倾向于在安全的环境中提供在线游戏的基础上，世界已被推销给儿童和父母/照顾者的方式。本文提供了一个概述，目前针对幼儿的两个虚拟世界，并借鉴了调查小学儿童的虚拟世界的使用，以确定在这些环境中发挥的性质。175名5-11岁的儿童完成了一项在线调查，15名儿童参加了小组访谈，探讨了他们对虚拟世界的使用情况。这篇文章的重点是与17名年龄在5到7岁之间的儿童使用虚拟世界有关的数据。研究结果表明，虚拟世界为这些幼儿提供了广泛的游戏机会，他们参与的游戏类型与“离线”游戏密切相关。早期教育工作者的影响被认为是。
Virtual worlds for children are becoming increasingly popular, and yet there are few accounts of children's use of these worlds. Young children are spending increasing amounts of time online as technology continues to create significant changes in social and cultural practices in the 21st century. Some of children's online interactions can be categorized as playful in nature; however, play and technology are frequently positioned as oppositional. In this article, I explore the tensions surrounding the relationship between play and technology and relate it to similar discourses concerning the concepts of 'real' and 'virtual'. I then move on to consider the growing popularity of virtual worlds with young children and examine the way in which the worlds have been marketed to children and parents/carers on the basis of their propensity to offer online play in a safe environment. The article provides an overview of two virtual worlds currently targeted at young children and draws on a survey of primary children's use of virtual worlds in order to identify the nature of play in these environments. One hundred and seventy-five children aged 5-11 completed an online survey and 15 took part in group interviews in which their use of virtual worlds was explored. This article focuses on the data relating to 17 children aged from five to seven years who used virtual worlds. Findings indicate that virtual worlds offered these young children a wide range of opportunities for play and that the types of play in which they engaged relate closely to 'offline' play. The implications for early years educators are considered.