Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations

Abstract

Digital games like other forms of play can be scary or fun, challenging or boring, risky or riskless and individual or collective. In every case, they can provide diverse opportunities for learning, exploring and experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and the use of digital games in early childhood classrooms. The aim is to highlight why and how digital games can be used and embedded effectively within early childhood practice, drawing upon examples of research. Three factors are discussed in detail: aspects related to children’s health and children’s participation, aspects related to the design and content of digital games and aspects related to the role of the practitioner while integrating them in preschool practice. Overall, it is argued that digital games can extend children’s learning experiences through the combination of embodiment, active learning, entertainment and gaming.