A Vygotskian perspective on parent–child talk during iPad story sharing. (3rd June 2014)

• Record Type: Journal Article
• Authors: Kucirkova, Natalia; Sheehy, Kieron; Messer, David
• Is Part Of: Journal of research in reading. Volume 38:Number 4(2015:Nov.)
• Page Start: 428
• Page End: 441
• Publication Date: 2014-06-03
• Subjects: Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12030
• Languages: English
• ISSNs: 0141-0423

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>This study explores the themes in the talk of two mothers and daughters as they share a self‐created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of 'play'. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post‐Vygotskian theoretical frameworks were helpful in capturing the dynamic co‐construction of the authentic and multimedia stories parents and children shared.</p> </abstract>