Review of The Portfolio and its Use: Developmentally Appropriate Assessment of Young Children; Academic Instruction in Early Childhood: Challenge or Pressure?; and Directors of Development: Influences on the Development of Children's thinking.

1993 ◽  
Vol 38 (1) ◽  
pp. 103-104
Author(s):  
Terri Gullickson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Academic Instruction ◽  
Children’S Thinking

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

scholarly journals ‘Click on Miaow!’: How Children of Three and Four Years Experience the Nursery Computer

2002 ◽  
Vol 3 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Liz Brooker ◽  
John Siraj-Blatchford
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mixed Method ◽  
Developmentally Appropriate ◽  
Appropriate Technology ◽  
Information And Communications Technology ◽  
Ongoing Debate ◽  
Positive Role ◽  
The Usa ◽  
Cross National

This article reports the findings of an ecological, mixed-method study of the ways in which children aged three and four, from a variety of class and ethnic backgrounds, learn from the computer in their inner-urban nursery setting. In doing so, it acknowledges and contributes to the ongoing debate over the effects of information and communications technology (ICT) on young children's development and learning (both at home and at school), and explores the claims that are currently made for a positive role for ICT as a context for development in early childhood. The study was undertaken as part of a larger project, DATEC (Developmentally Appropriate Technology in Early Childhood), which is seeking to develop and disseminate exemplary uses of ICT with young children in a range of European settings. DATEC itself follows in the footsteps of an earlier project with European partners, CHAT (Children's Awareness of Technology), which launched a website for the exchange of research ideas and information in this field. Both DATEC and CHAT have aimed to develop cross-national (European) understandings of developmentally appropriate uses of technology, in a manner which parallels the work of the National Association for the Education of Young Children in the USA.

Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

2019 ◽  
Vol 101 (1) ◽  
pp. 12-17
Author(s):  
R. Clarke Fowler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Appropriate Practices ◽  
Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip

2021 ◽  
pp. 127-149
Author(s):  
Dina Rosen ◽  
Susan Poage
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Young Children ◽  
Design Process ◽  
Screen Time ◽  
Developmentally Appropriate ◽  
Learning Technology ◽  
Remote Work ◽  
Instructional Tools ◽  
Brick And Mortar

In-person instruction is best for young children. While in-person instruction is best for young children, COVID-19 has shown educators that distance education is a viable option and might be an unavoidable reality. In this chapter, educators are identified as Teacher Nomads who need to be ready to shift instructional modes and use remote learning technology tools as important components of their brick-and-mortar classrooms. The authors develop the concept of the Early Childhood Flip. Key components of this developmentally appropriate remote instruction include visuals that mimic the classroom, a balance of on-screen and off-screen time, activities that build relationships and collaboration, edutainment and game-like elements, and engaging introductions by the teacher to motivate students in technology-driven independent remote work. The authors also introduce an approach to planning called Translatable Instruction, a design process that guides educators to mindfully balance in-person and virtual instructional tools to meet learning outcomes.

Early Childhood Corner: The Role of Technology in Early Childhood Learning

2002 ◽  
Vol 8 (6) ◽  
pp. 340-343 ◽  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Annual Conference ◽  
Cooperative Play ◽  
Disadvantaged Population ◽  
Use Of Technology ◽  
Early Childhood Learning ◽  
First Time

If you ask, teachers will tell you about the advantages that they find in using computers. For example, writers have reported that fourand five-year-olds from an urban, economically disadvantaged population began making new friends as they asked others to join them in working at the computer. For the first time, they sought help from one another (Bowman 1985). An egocentric child learned cooperation and problem solving. Children's cooperative play paralleled the proportion of cooperative play in the block center and provided a context for initiating and sustaining interaction that could be transferred to play in other areas as well, especially for boys (Anderson 2000). Are these examples unique, or are such advantages widespread? We know that computers are increasingly a part of preschoolers' lives. From 80 percent to 90 percent of early childhood educators attending the annual conference of the National Association for the Education of Young Children report using computers (Haugland 1997). Such use is no surprise— research on young children and technology indicates that we no longer need to ask whether the use of technology is “developmentally appropriate” (Clements and Nastasi 1993).

Early Childhood Corner: Helping at Home

1999 ◽  
Vol 5 (8) ◽  
pp. 456-460
Author(s):  
Kate Kline
Keyword(s):  
Early Childhood ◽  
School Districts ◽  
Young Children ◽  
Mathematical Understanding ◽  
Children’S Thinking ◽  
At Home

Parents often ask for suggestions about activities to do with their young children at home to help further their mathematical understanding. Many of them have helped their children learn the counting sequence or recognize numerals, but they are also interested in activities that extend children's thinking about numbers and that the whole family can do together. Many school districts have adopted new Standards-based curricula that develop children's thinking in a way that may not be familiar to parents; therefore, they need assistance in doing at-home activities that are consistent with the development of number ideas in school.

iPods, Internet and Apps, Oh My

2011 ◽  
pp. 76-95
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

Young Children's Developing Understanding of Geometric Shapes

1999 ◽  
Vol 5 (6) ◽  
pp. 353-357 ◽  
Author(s):  
Mary Anne Hannibal
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Future Study ◽  
Developmentally Appropriate ◽  
Early Childhood Educators ◽  
Geometric Shapes ◽  
Geometric Concepts ◽  
Basic Understanding ◽  
Geometry Teachers ◽  
Geometry Instruction

How can we improve geometry instruction at the preschool and primary levels? To answer that question, I conducted research to analyze young children's understanding of the geometric concepts of triangle and rectangle and to determine patterns in the development of this understanding from ages 3 through 6. The research suggests that early childhood educators need to rethink the way that basic shapes are introduced to young children. Since a basic understanding of shapes is essential to a future study of geometry, teachers need to focus on how best to help children develop that initial understanding of shape categories. After a brief explanation of the research, specific ways to present developmentally appropriate activities designed to enhance children's understanding of basic shapes are discussed.

The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

2022 ◽  
pp. 23-51
Author(s):  
Ross Glen Chandler Nunamaker ◽  
William Arthur Mosier
Keyword(s):  
Early Childhood ◽  
Income Inequality ◽  
Young Children ◽  
Classroom Behavior ◽  
Developmentally Appropriate ◽  
Adult Child ◽  
Literacy Skills ◽  
Early Years ◽  
Whole Child ◽  
Social And Emotional

This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.

Preparing Music Teachers to Nurture the Musical Growth of Young Children

2019 ◽  
pp. 623-641
Author(s):  
Suzanne L. Burton
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Music Teachers ◽  
Developmentally Appropriate ◽  
Methods Course ◽  
Early Childhood Music ◽  
Musical Development ◽  
Music Methods ◽  
Musical Growth

Preparing preservice music teachers to support the innate musical abilities of young children begins an exciting pedagogical journey at a time when musical development is rapidly progressing. Through a well-designed early childhood music methods course, preservice music teachers can learn how to nurture young children’s musicality through playful and joyful music experiences that are developmentally appropriate. With these points in mind, this chapter features ways in which to construct curriculum for early childhood music methods courses. Topics include characteristics of music development, cultivating a practice grounded in a pedagogy of play and informal guidance, teaching early childhood music in varied contexts, starting and maintaining a business, the role of policy in early childhood music, and professional development. Through a course of this kind, preservice early childhood music teachers will learn how to establish a practice that fosters young children’s musical development.

Sign in / Sign up

Export Citation Format

Share Document