Digital technologies are increasingly evident in early childhood settings, however a major concern is the extent to which they are viewed as being as educationally important for young children compared to the use of traditionally valued forms of play such as construction and pretend play. This is an important issue because the effective implementation of digital technologies in early childhood education relies on educators establishing a relationship between traditional forms of play and children’s use of different digital technologies. This project developed and used a conceptual and visual tool called ‘web-mapping’ to support educators to align children’s play-based learning needs with the use of appropriate ICT applications.


  • Telematics Trust Foundation  $20,000




Edwards, S. (2015). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education. DOI: 10.1080/1475939X.2015.1108929

Edwards, S. (2013). Post-industrial play: understanding the relationship between traditional and converged forms of play in the early years. Chapter in J. Marsh & A. Burke (Eds.), Children’s Virtual Play Worlds: Culture, Learning, and Participation, pp. 10-26.Peter Lang: New York.


November 18, 2016

Chief Investigator/s

Professor Susan Edwards

Research Status


Research Partners

City of Casey



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