In and out digital worlds. Hybrid-transitions as a space for children’s agency: case-studies from Early Years settings in Boston and London

Introduction: Whilst psycho-pedagogical research has explored how technology impacts on child’s development (Siraj-Blatchford, 2006; Morgan&Siraj-Blatchford, 2013; Levin, 2013; Marsh, 2010), the implications of the use of digital technologies in educational settings for children’s agency remains an under-researched area. Problem: This contribution introduces the concept of hybrid-transitions as a theoretical tool the social dimension of a child’s movement from immersion in digitally-enhanced experiences generated by educational technologies to participation in non-digitally mediated interactions. Hybrid-transitions are dense social spaces where children’s agency (James, 2009; Baraldi, 2015) is observable as authorship of narratives based on digitally-enhanced experiences that evolve into shared narrative through interaction with peers or adults. Methodology: The discussion is based on data produced through participant observation (Fine, 2003) taking place in two settings. The first setting is a pre-kindergarten in Dorchester, one of the most ethnically diverse neighborhoods in Boston. Children enrolled in the settings are between 2 and 5 years old, many from Hispanic/Latino background. The observations concerned the use of a software for the development of communication skills for children age 4 to 5 with English as second language. Two PC were software-enhanced, allowing four children to work at the same time during 30 minutes sessions; eight children were observed over two weeks. The second setting is a nursery in Barnet (London), providing for 25 children age 2 to 4. Five children age 4 were observed for one month using software-enhanced tablets during 15/20 minutes activities designed to support them in building vocabulary. The researcher took field notes and audio-taped children’s interactions during the use of digital learning technologies and while re-joining the other children in a group. Results: Observations suggest that the experiences enhanced by digital technology become the pivot for children’s production of interlaced narratives (Norrick, 2007; 2013; Stone&Bietti, 2016). During hybrid transitions, digital experiences are shared via personal narratives linking ideas, experiences and emotions. It is argued that interlaced narratives, and their interactive co-construction, represent a form of agency within the peer-groups. However, data evidence divergence between children’s agency and the network of relationships and expectations constituting the context of children’s action (Bjerke, 2011; Wyness, 2014; Leonard, 2016). Hybrid-transitions eludes adults’ curricula-driven agenda and children’s agency becomes the blind spot of the adult. Conclusion: It is suggested that adults’ working in digitally-enhanced educational settings tune into hybrid-transitions as an opportunity to appreciate spaces of agency that children co-construct while moving between digital and non-digital worlds.