Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals

2011 ◽  
Vol 6 (3) ◽  
pp. 35-48 ◽  
Author(s):  
N. Sally Blake ◽  
◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee E. Allen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Instructional Technology ◽  
Developmentally Appropriate ◽  
Appropriate Technology ◽  
Technology Practice ◽  
Developmentally Appropriate Technology

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.

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.

scholarly journals Developmentally Appropriate Technology in Early Childhood: ‘video Conferencing’

2002 ◽  
Vol 3 (2) ◽  
pp. 216-225 ◽  
Author(s):  
John Siraj-Blatchford ◽  
Iram Siraj-Blatchford
Keyword(s):  
Early Childhood ◽  
Local Authority ◽  
Video Conferencing ◽  
Developmentally Appropriate ◽  
Free Play ◽  
Appropriate Technology ◽  
Learning And Development ◽  
Use Of Technology ◽  
Educational Role ◽  
Early Childhood Settings

This article presents the findings of a pilot study of video conferencing, provided as a free-play activity for 4 year-olds in three early childhood settings. The work was carried out in two primary school classes and continued in a local authority nursery. The authors conclude that application of this technology may be justified in terms of developing children's awareness and understanding of the technology itself, but that no evidence was found in this first trial to suggest any developmental gains that went beyond this. The findings suggested that the technology in itself is unlikely to provide a means by which children could develop their initial ‘theory of mind’. However, this novel use of technology may have a valuable educational role to play, and this deserves further study. It may well be that closed-circuit television systems may be applied to encourage reinforcement and, with adult support, to encourage further learning and development.

An Activity-Based Approach to Physical Education for Preschool Children with Disabilities

1996 ◽  
Vol 13 (3) ◽  
pp. 230-246 ◽  
Author(s):  
Martin E. Block ◽  
Timothy D. Davis
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Physical Education ◽  
Motor Development ◽  
Best Practice ◽  
Children With Disabilities ◽  
Developmentally Appropriate ◽  
Time On Task ◽  
Development Programs ◽  
Goals And Objectives

Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.

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