Learning and development are the focus of The Journal of Education and Selfdevelopment.
In the computation era, the contexts and spaces for learning need to be
reconsidered. In early learning, the child acts in an approximate environment interacting
with parents and also mediated by artefacts. The child learns by sensing human touch
and non-verbal communication as well as from the material world surrounding her.
Interaction in this approximate environment affords a child in its learning and development
through the socialisation process. In post-digital era, the environment is constructed in
societal processes utilising physical and digital materiality. The proliferation of digital
technologies is affecting socialisation and perception of reality (materiality of physical
and digital and transmedia practices) and the child’s agency. How the interaction process
takes place utilising a set of media is affecting self-development and self-conception. The
environment is established by social practices which in post-digital era blur the boundary
between physical and digital. In defining literacy, the terms online and offline activity
are introduced (Sefton-Green, Marsh, Erstad, & Flewitt, 2016). The boundaries between
physical and virtual are blurred (Marsh, 2010; Plowman, 2016).
The social practices and digital technology are interconnected