The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.

This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.

For ease of reference, the Handbook's 28 chapters are divided into four thematic sections:

  • introduction and opening reflections;
  • studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
  • studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
  • studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.

Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.

Foreword by Rosie Flewitt  Part One  Chapter 1. Introduction Natalia Kucirkova, Jennifer Rowsell, Garry Falloon  Chapter 2. Reflective conversations about research methods with children Pam Whitty, Jennifer Rowsell  Chapter 3. The Pros and Cons of Using Display Capture Technology for Data Collection with Young Children Garry Falloon  Part Two: Studies answering ontological questions Chapter 4. Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woods  Debra Harwood, Diane Collier  Chapter 5. Transcultural Approaches to Literacy, Learning, and Play Rahat Zaidi  Chapter 6. Composing Childhood Cultures: Ethnography Upside Down, Anne Haas Dyson  Chapter 7. Researching a child’s embodied textual play Kerryn Dixon, Hilary Janks  Chapter 8. Social semiotics Sumin Zhao  Chapter 9. (Re)imagining multiliteracies research practices with post qualitative inquiry Candace Kuby  Chapter 10. Stacking Stories as Method: Research in Early Years Settings Cathy Burnett, Guy Merchant Part Three: Studies answering epistemological questions Chapter 11. Researching young children’s play in the post-digital age: Questions of method Jackie Marsh  Chapter 12. From Cutting Out to Cutting With: A Materialist Reframing of Action and Multimodality in Children’s Play and Making Karen Wohlwend, Jaye Johnson Thiel  Chapter 13. Researching in the iWorld: From Home to Beyond Linda Laidlaw, Joanne O’Mara, Suzanna So-Har Wong  Chapter 14. Young children's home technology use: Responsive qualitative methods for a sensitive topic Joanne Orlando  Chapter 15. The parent-child-app learning assemblage: Scaffolding early childhood learning through app use in the family home Donell Holloway, Leslie Haddon, Lelia Green, Kylie Stevenson  Chapter 16. This is The Stuff That Identities are Made of: Children Learning with Grandparents and Other Elders Rachel Heydon, Xiaoxiao Du  Chapter 17. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity Anne Mangen, Trude Hoel, Thomas Moser  Chapter 18. Materialities, multiliteracies, and makerspaces: Design-based experiments in teacher/researcher collaborations Aspa Baroutsis, Annette Woods  Part Four: Studies answering practice-related questions  Chapter 19. Research with children with special educational needs: a focus on autism spectrum disorder Melissa L. Allen, Shu Yau  Chapter 20. Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities Jim Anderson, Ann Anderson, Ji Eun Kim, Marianne McTavish  Chapter 21. Student generated visual narratives: lived experiences of learning Narelle Lemon  Chapter 22. Arts-based methods Linda Knight  Chapter 23. Supporting children's learning at home through smartphone apps for parents Kathy Sylva, Fiona Roberts, Valeria Ortiz Villalobos  Chapter 24. Studying science apps in low-income pre-schools Lena Lee  Chapter 25. Reading in the digital age: Lessons learned and future opportunities Rebecca A. Dore, Jennifer M. Zosh, Brenna Hassinger-Das, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek  Chapter 26. Head mounted, chest mounted, tripod or roaming? The methodological potentials of a GoPro camera and ontological possibilities for doing visual research with child participants differently Lucy Caton, Abigail Hackett  Chapter 27.  Critical Visual Discourse Analysis Peggy Albers, Vivian M. Vasquez, Jerome C. Harste  Chapter 28. Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties Sibylla Leon Guerrero, Ola Ozernov-Palchik, Michelle Gonzalez, Jennifer Zuk, Nadine Gaab