Wanda Phipatanakul, Petros Koutrakis, Brent A Coull, Choong-Min Kang, Jack M Wolfson, Stephen T Ferguson, Carter R Petty, Mihail Samnaliev, Amparito Cunningham, William J Sheehan, Jonathan M Gaffin, Sachin N Baxi, Peggy S Lai, Perdita Permaul, Liming Liang, Peter S Thorne, Gary Adamkiewicz, Kasey J Brennan, Andrea A Baccarelli, Diane R Gold
The School Inner-City Asthma Intervention Study: Design, rationale, methods, and lessons learned
Contemporary clinical trials
describe two empirical investigations threeand fouryearold childrens uses technology one conducted family homes preschool settings aim comparing ways childrens learning technology supported different settingsthe studies conceptualise learning within sociocultural framework use concept guided interaction focus discussionthree areas learning supported use technologies outlined extending knowledge world acquiring operational skills developing dispositions learn addition learning cultural roles technology home contextboth studies took place scotland families selected according socioeconomic factorsthe first study eight preschool settings involved practitioners implementing two interventions involving learning technologyfindings based video analysis interviews practitioners process guided enquirythe second study childrens homes involved survey responses 346 parents five visits fifteen months initial 24 casestudy familiesthe article also draws discussion educational experts discuss policy practice implications transition schoolthere differences terms human technological resources available motivation opportunities providing guided interaction types learning supportedchildren encountered diverse range technologies home likely request help could benefit observing family practicesthe limitations technologies available preschool settings lack use authentic activities meant fewer opportunities develop childrens awareness different cultural workrelated uses technologypreschool primary school staff limited knowledge childrens home experiences technology