Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization (vol. 1). Minneapolis: University of Minnesota Press.Google Scholar

Atkin, C. K., & Gantz, W. (1978). Television news and political socialization. Public Opinion Quarterly, 42(2), 183–194.CrossRefGoogle Scholar

Bandura, A., & Huston, A. C. (1961). Identification as a process of incidental learning. Journal of Abnormal and Social Psychology, 63(2), 311–318.Google Scholar

Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575–82.CrossRefGoogle ScholarPubMed

Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter come to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.CrossRefGoogle Scholar

Bickham, D. S., Kavanaugh, J. R., & Rich, M. (2016). Media effects as health research: How pediatricians have changed the study of media and child development. Journal of Children and Media, 10(2), 191–199.Google Scholar

Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149–1160.Google Scholar

Bodrova, E., & Leong, D. (2010). Revisiting Vygotskian perspectives on play and pedagogy. In Rogers, S. (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 60–73). London: Routledge.Google Scholar

Braidotti, R. (2013). The posthuman. Cambridge: Polity Press.Google Scholar

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar

Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60–69.Google Scholar

Buckingham, D., with Banaji, S., Carr, D., Cranmer, S., & Willett, R. (2005). The media literacy of children and young people: A review of the research literature on behalf of Ofcom. Available at http://eprints.ioe.ac.uk/145/1/Buckinghammedialiteracy.pdf.Google Scholar

Buckingham, D., & Sefton-Green, J. (1994). Cultural studies goes to school: Reading and teaching popular culture. London: Taylor & Francis.Google Scholar

Carrington, V., & Dowdall, C. (2013). ‘This is a job for hazmat guy!’: Global media cultures and children’s everyday lives. In Hall, K., Cremin, T., Comber, B., & Moll, L. C. (Eds.) International handbook of research on children’s literacy, learning, and culture (pp. 96–107). Chichester: Wiley-Blackwell.Google Scholar

Cook, D. T. (2010). Commercial enculturation: Moving beyond consumer socialization. In Buckingham, D. & Tingstad, V. (Eds.), Childhood and consumer culture (pp. 63–79). London: Palgrave Macmillan.Google Scholar

Corsaro, W. A. (1979). We’re friends right? Children’s use of access rituals in a nursery school. Language in Society, 8, 315–336.Google Scholar

Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English Teaching: Practice & Critique, 8(3), 36–54.Google Scholar

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (trans. Massumi, Brian). Minneapolis: University of Minnesota Press.Google Scholar

Dezuanni, M. L., Beavis, C., & O’Mara, J. (2015). ‘Redstone is like electricity’: Children’s performative representations in and around Minecraft. E-Learning and Digital Media, 12(2), 147–163.Google Scholar

Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21, 199–212.CrossRefGoogle Scholar

Edwards, S., Blaise, M., & Hammer, M. (2009). Beyond developmentalism? Early childhood teachers’ understandings of multiage grouping in early childhood education and care. Australasian Journal of Early Childhood, 34(4), 55–64.Google Scholar

Erikson, E. H. (1963). Childhood and society (2nd edn.) New York: Norton.Google Scholar

Farrell, A., Kagan, S. L., & Tisdall, E. K. M. (2015). Early childhood research: An expanding field. In Farrell, A., Kage, S. L., & Tidsall, K. (Eds.), Sage handbook of early childhood research (pp. 485–501). London: Sage.Google Scholar

Flavell, J. H. (1963). The developmental psychology of Jean Piaget. With a foreword by Piaget, Jean. Princeton, NJ: Van Nostrand.Google Scholar

Fowles, B. R., & Voyat, G. (1974). Piaget meets Big Bird: Is TV a passive teacher? The Urban Review, 7(1), 69–80.Google Scholar

Freud, S. (1917/1956). Delusion and dream. Boston: Beacon Press.Google Scholar

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 1–4.CrossRefGoogle Scholar

Gillen, J., & Hall, N. (2013). The emergence of early childhood literacy. In Hall, N., Larson, J., & Marsh, J. (Eds.), Handbook of early childhood literacy (pp. 1–12). Thousand Oaks, CA: Sage.Google Scholar

Gleave, J., & Cole-Hamilton, I. (2012). ‘A world without play’: A literature review on the effects of a lack of play on children’s lives. Play England. Available at www.playengland.org.uk/media/371031/a-world-without-play-literature-review-2012.pdf.Google Scholar

Gordon, G. (2009) What is play? In search of a definition. In Kushner, D. (Ed.), From children to Red Hatters: Diverse images and issues of play, play and culture studies (vol. 8, pp. 1–13). Lanham, MD: University Press of America.Google Scholar

Grace, D., & Tobin, J. 1998. Butt jokes and mean-teacher parodies: Video production in the elementary class-room. In Buckingham, D. (Ed.), Beyond radical pedagogy: Teaching popular culture (pp. 42–62). London: Routledge.Google Scholar

Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. American Journal of Play, 1(4), 476–522.Google Scholar

Green, B. (1988). Subject-specific literacy and school learning: A focus on writing Australian Journal of Education, 32(2), 156–179.Google Scholar

Green, B., & Beavis, C. A. (2012). Literacy in 3D: An integrated perspective in theory and practice. Melbourne: ACER Press.Google Scholar

Gurevitch, M., Bennett, T., Curran, J., & Woollacott, J. (Eds.) (1988). Culture, society and the media. London: Routledge.Google Scholar

Haraway, D. (2003). The companion species manifesto: Dogs, people, and significant otherness. Chicago, IL: Prickly Paradigm Press.Google Scholar

Hendrick, H. (1997) Constructions and reconstructions of British childhood: An interpretative survey, 1800 to the present. In James, A. & Prout, A. (Eds.), Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (pp. 34–62). London: Routledge Falmer.Google Scholar

Holland, D., Lachicotte, W. S. Jr., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar

Hughes, B. (2002). A playworker’s taxonomy of play types (2nd edn.) London: PlayLink.Google Scholar

James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Williston, VT: Teachers College Press.Google Scholar

James, A., & Prout, A. (Eds.) (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Abingdon: Routledge.Google Scholar

James, N. C., & McCain, T. A. (1982). Television games preschool children play: Patterns, themes and uses. Journal of Broadcasting, 26, 783–800.Google Scholar

Kazakoff, E. (2015). Technology-based literacies for young children: Digital literacy through learning to code. In Heider, K. L. & Jalongo, M. R. (Eds.), Children and families in the information age: Applications of technology in early childhood (pp. 43–60). New York: Springer.Google Scholar

Kinder, M. (1991). Playing with power in movies, television, and video games: From Muppet Babies to Teenage Mutant Ninja Turtles. Berkeley: University of California Press.CrossRefGoogle Scholar

Kline, S. (1998) The making of children’s culture. In Jenkins, H. (Ed.), The children’s culture reader (pp. 95–109). New York: NYU Press.Google Scholar

Korat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy development: The teacher’s role. The Reading Teacher, 56(4), 386–393.Google Scholar

Kress, G. (2003). Literacy in the new media age. Abingdon: Routledge.Google Scholar

Marsh, J. (Ed.) (2005). Popular culture, new media and digital literacy in early childhood. Abingdon: Routledge.Google Scholar

Marsh, J. (2014a). The relationship between online and offline play: Friendship and exclusion. In Burn, A. & Richards, C. O. (Eds.), Children’s games in the new media age: Childlore, media and the playground (pp. 109–132). Surrey: Ashgate.Google Scholar

Marsh, J. (2014b). Purposes for literacy in children’s use of the online virtual world Club Penguin. Journal of Research in Reading, 37(2), 179–195.CrossRefGoogle Scholar

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242–253.Google Scholar

McPake, J., Plowman, L., & Stephen, C. (2013). Pre‐school children creating and communicating with digital technologies in the home. British Journal of Educational Technology, 44(3), 421–431.Google Scholar

Miller, D. (2008). The comfort of things. Cambridge: Polity Press.Google Scholar

Morris, S. R. (1998). No learning by coercion: Paidia and paideia in Platonic philosophy. In Fromberg, D. O. & Bergen, D. (Eds.), Play from birth to twelve and beyond: Contexts, perspectives, and meanings (pp. 109–118). New York: Garland,.Google Scholar

Morrow, R. W. (2006). Sesame Street and the reform of children’s television. Baltimore, MD: Johns Hopkins University Press.Google Scholar

National Institute of Mental Health (1982). Television and Behavior: Ten Years of Scientific Progress and Implications for the Eighties, vol. I: Summary Report. Available at http://files.eric.ed.gov/fulltext/ED222186.pdf.Google Scholar

Neumann, M. M., & Neumann, D. L. (2015). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203–220.Google Scholar

Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241.Google Scholar

Ofcom (2016). Children and parents: Media use and attitudes report. Available at www.ofcom.org.uk/__data/assets/pdf_file/0034/93976/Children-Parents-Media-Use-Attitudes-Report-2016.pdf.Google Scholar

Pahl, K. (2005). Narrative spaces and multiple identities. In Marsh, J. (Ed.), Popular culture, new media and digital literacy in early childhood (pp. 126–145). London: Routledge Falmer.Google Scholar

Palmer, P. (1986). The lively audience: A study of children around the TV set. Sydney: Allen & Unwin.Google Scholar

Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498–505.Google Scholar

Pedersen, I., & Rowsell, J. (2013). May the force be with you: Harnessing the power of brain–computer games. In Burke, A. & Marsh, J. (Eds.), Children’s virtual play worlds: Culture, learning, and participation (pp. 118–131). New York: Peter Lang.Google Scholar

Pellegrini, A. D., & Galda, L. (1993). Ten years after: A reexamination of symbolic play and literacy research. Reading Research Quarterly, 28, 163–175.Google Scholar

Piaget, J. (1945). Play, dreams and imitation in childhood. London: Heinemann.Google Scholar

Plowman, L. (2016). Rethinking context: Digital technologies and children’s everyday lives. Children’s Geographies, 14(2), 190–202.Google Scholar

Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63–74.Google Scholar

Potter, J. (2012). Digital media and learner identity: The new curatorship. New York: Palgrave Macmillan.CrossRefGoogle Scholar

Prout, A. (2004). The future of childhood. London: Routledge.Google Scholar

Rautio, P. (2013). Children who carry stones in their pockets: On autotelic material practices in everyday life. Children’s Geographies, 11(4), 394–408.Google Scholar

Rautio, P., & Jokinen, P. (2016). Children’s relations to the more-than-human world beyond developmental views. In Evans, B., Horton, J., & Skelton, T. (Eds.), Play and recreation, health and wellbeing (pp. 35–49). Singapore: Springer.Google Scholar

Reid, L. N., & Frazer, C. F. (1980). Television at play. Journal of Communication, 30(1), 67–73.CrossRefGoogle Scholar

Riley, J. W., Cantwell, F. V., & Ruttiger, K. F. (1949). Some observations on the social effects of television. Public Opinion Quarterly, 13(2), 223–234.Google Scholar

Rooney, T. (2016). Weather worlding: Learning with the elements in early childhood. Environmental Education Research Online First (pp. 1–12).Google Scholar

Scheibe, C. (2007). Piaget and Power Rangers: What can theories of developmental psychology tell us about children and media? In Mazzarella, S. R. (Ed.), 20 questions about youth and the media (pp. 45–72). New York: Peter Lang.Google Scholar

Scott, F. L. (2016). Young children’s digital literacy practices at home: Social, physical and classed. In Pereira, I., Ramos, A., & Marsh, J. (Eds.), The digital literacy and multimodal practices of young children: Engaging with emergent research, Proceedings of the First Training School of Cost Action IS1410, University of Minho, Braga, Portugal, June 6–8. Available at www.shef.ac.uk/polopoly_fs/1.660127!/file/1st_TrainingSchool.pdf.Google Scholar

Scott, F. L., & Marsh, J. A. (forthcoming). Digital literacies in early childhood. In G. W. Noblit, N. Adams, D. Beach, K. Hytten, F. Khan, Y. Kitamura, J. Lampert, A. Luke, J. Ka Ho Mok, W. T. Pink, P. Groves Price, U. Sharma, & P. Thomson (Eds.), The Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.Google Scholar

Signorielli, N. (1990). Children, television, and gender roles: Messages and impact. Journal of Adolescent Health Care 11(1), 50–58.Google Scholar

Simcock, G., & DeLoache, J. S. (2008). The effect of repetition on infants’ imitation from picture books varying in iconicity. Infancy, 13(6), 687–697.Google Scholar

Steinkuehler, C. (2010). Video games and digital literacies. Journal of Adolescent & Adult Literacy, 54(1), 61–63.Google Scholar

Stephen, C., & Plowman, L. (2014). Digital play. In Brooker, L., Blaise, M., & Edwards, S. (Eds.), The SAGE handbook of play and learning in early childhood (pp. 330–341). London: Sage.Google Scholar

Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.Google Scholar

Thiel, J. J. (2015). ‘Bumblebee’s in trouble!’ Embodied literacies during imaginative superhero play. Language Arts, 93(1), 38–49.Google Scholar

Thompson, J. (1990). Ideology and modern culture: Critical social theory in the era of mass communication. Cambridge: Polity Press.Google Scholar

Tobin, J. J. (2000). ‘Good guys don’t wear hats’: Children’s talk about the media. New York: Teachers College Press.Google Scholar

Van der Voort, T. H., & Valkenburg, P. M. (1994). Television’s impact on fantasy play: A review of research. Developmental Review, 14(1), 27–51.Google Scholar

Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5, 6–18.Google Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar

Wartella, E., Beaudoin-Ryan, L., Blackwell, C. K., Cingel, D. P., Hurwitz, L. B., & Lauricella, A. R. (2016). What kind of adults will our children become? The impact of growing up in a media-saturated world. Journal of Children and Media, 10(1), 13–20.Google Scholar