Esiopetusikäisten lasten kielelliset strategiat digitaalisessa lukutaitopelissä


  • Pirjo Kulju Tampere University, Finland
  • Marita Mäkinen Tampere University, Finland


reading, lukutaito, digitality, digitaalisuus, languaging, kielentäminen, pre-primary school, esiopetus


Research of digital based learning often prioritises learning outcomes, however, this study focuses on how a digital reading game can foster learning (process approach). The aim of the study was to investigate what kind of linguistic strategies pre-primary aged children use while playing a digital reading game Lolan tavuviidakko (Lola’s syllable jungle). In addition, we aimed to look at what kind of languaged and scaffolded learning situations can be detected. Theoretically, we based our study on Vygotsky’s notions on the role of language and zone of proximal development in learning. The data included eight videotaped playing situations (192 min.) from one pre-primary class of 14 children. The transcribed data was analysed by using qualitative content analysis. The results show that children’s linguistic strategies were related to word structure (whole word structure, syllables, phonemes), orthography (letter names) and to notions where children shifted their attention from forms to meanings by associations. Also different type of explanations occured. Languaging was usually thinking aloud one’s own strategy. Based on the data it seems to be possible that a skilled 6-year-old is able to operate on the zone of proximal development of his/her peer.