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A Vygotskian perspective on parent–child talk during iPad story sharing
Author(s) -
Kucirkova Natalia,
Sheehy Kieron,
Messer David
Publication year - 2015
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.12030
Subject(s) - zone of proximal development , psychology , perspective (graphical) , thematic analysis , relevance (law) , learning theory , pedagogy , mathematics education , qualitative research , computer science , sociology , social science , artificial intelligence , political science , law
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.