Interaktion med surfplatta och traditionella leksaker inom förskolan
En studie av likheter och skillnader ur ett socialt- och lärandeperspektiv
The main purpose of this study is to examine differences and similarities concerning teamwork and interactive skills among preschool children while they interact with an Ipad respective a number of selected traditional artifacts. The traditional artifacts chosen for this study are small Lego blocks, JovoToys (click and construct system) and large puzzles. The study takes its starting point on the basis of both a social- and a learning perspective when different groups of preschool children in the ages from three to five years interact in fellowship groups with respective artifact. Primarily the main focus is to examine differences and similarities that appear from without the social perspective.The overall objective is to identify what eventual differences and similarities can be found purposely on both what is happening in the social interaction between the preschool children themselves but also what is taking place in the interaction between the children and each artifact. This study will also via theoretical frameworks create an understanding why eventual differences and similarities exist.The results are based on both a literature review and a field study. The field study was carried out in a preschool, with a relatively good technical standard in Stockholm with about 100 children enrolled. This preschool has both from an organizational and pedagogical perspective a well formed operation concerning IT-equipment. The result of the study shows that differences and similarities exists when preschool children interact with respective artifact. These differences and similarities involve several different aspects that to some extent show how preschool children are affected while interacting with the artifacts chosen for this study. These aspects concerns communication, participation, cooperation, motivation and knowledge.When IT-equipment is integrated into pedagogical operations in preschools to become one pedagogical tool among others this process needs a detached and objective approach to clarify what eventual negative and positive influences new technology has on the development and learning processes of preschool children. Increased knowledge of what is taking place when preschool children interact with different artifacts and an understanding of why certain phenomenon occur improves the possibility to form future pedagogical activities that make use of the advantages of new technology. A broader and deeper knowledge of these kinds of questions also increases the possibility to avoid implementing a usage of advanced technology into pedagogical operations that could produce long term negative effects on preschool children?s development and learning processes. Negative effects like this can both be expensive and take long time to correct.