ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book seeks to develop the implications of adopting a cultural and critical perspective on play and learning in the digital age for those engaged in the care and education of young children. It argues that working from within this perspective enables those engaged in the early childhood sector to consider the educative implications of digitalisation such that teacher 'tips' for using technologies and reliance on techno-tales as the basis for curriculum formation are challenged. The book argues that culture is formative for understanding the relationship between knowledge, technologies, societies and people. Taking a cultural and critical perspective on technological innovation reveals a much more substantial picture of historical change than obvious when focusing attention on local circumstances regarding technology use by young children and/or reacting to particular innovations in technology use.
