ABSTRACT
This chapter examines how teachers can be prepared to support digital play and integrate it in curriculum alongside traditional pretend play. We begin with the introduction of the history of play pedagogy in Russia as a basis for further review of digital play. First sections of the chapter show the importance of play and how it is integrated into early childhood programs in Russia. Then we discuss the contradictory views on digital play and the results of recent all-Russian survey of teachers, which showed that the majority of teachers perceive traditional role-play as an important activity for child development compared to the usage of tablets, PC and phones during free-time. Despite the prevalent negative views on digital gadgets, studies show that digital technologies become a part of social development and under certain conditions digital play can effectively promote development in cognitive, emotional and social fields. We then describe the role of the teacher in supporting digital play and analyze how scaffolding strategies, teacher’s actions during pretend play might be carried out in digital play as well. Finally, we provide suggestions on preparing teachers to guide children’s digital play.
