Enculturation of Young Children and Technology

2011 ◽  
pp. 24-48 ◽  
Author(s):  
Alexandru Spatariu ◽  
Andrea Peach ◽  
Susan Bell
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Use ◽  
Cultural Influence ◽  
Early Childhood Programs ◽  
Informal Settings ◽  
Children And Technology

Children are exposed to technology in many ways. As technology use in informal settings like the home, the community, the library, the zoos, and museums increases, children are exposed to a variety of applications and technology availability. Each generation of children come to early childhood programs with increasingly different experiences and exposure to technology. Technology has become a strong cultural influence in the lives of children, and we need to explore and think about how this will impact development and learning.

Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

Teacher Assessment in Technology

2013 ◽  
pp. 300-316
Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Use ◽  
Early Childhood Teachers ◽  
Teacher Assessment ◽  
Integrated Classrooms ◽  
Technology In Instruction ◽  
Use Of Assessment ◽  
Assessment Strategies

Technology integration in the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about teacher assessment of what young students know and can do with technology. This chapter a) discusses the literature on the role of assessment in education, particularly in technology-integrated early childhood classrooms, b) reveals results from a study that details the extent to which early childhood teachers assess young children’s developmental gains in technology-integrated classrooms, and c) presents recommendations for teacher use of assessment strategies or approaches to document information regarding learning among young children as evidenced by technology use in early childhood education.

Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies

2019 ◽  
Vol 44 (2) ◽  
pp. 182-195 ◽  
Author(s):  
Ana Mantilla ◽  
Susan Edwards
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Technology Use ◽  
Empirical Studies ◽  
Digital Technologies ◽  
Systematic Screening ◽  
Childhood Education ◽  
Education And Care

This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use ‘by and with’ young children.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

State Early Learning and Development Standards: A Unified Curriculum Framework for All Young Children

2021 ◽  
pp. 027112142098113
Author(s):  
Mary Beth Bruder ◽  
Kelly E. Ferreira
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Developmental Delays ◽  
Early Learning ◽  
Learning Needs ◽  
Learning And Development ◽  
Early Childhood Programs ◽  
Curriculum Framework ◽  
Inclusive Early Childhood

Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with developmental delays. A national search of ELDS located 79 documents that represented 53 U.S. states and territories. The review of the documents revealed that a majority of state ELDS had references to young children with developmental delays (89%), but statements and guidance describing specific accommodations for this population were not prevalent. Only two states had supplemental documents addressing the learning needs of young children with developmental delays to facilitate their inclusion in state ELDS. Implications of these findings and recommendations to facilitate the use of ELDS with all young children in inclusive early childhood programs and classrooms are discussed.

scholarly journals To Tech or Not to Tech? The Debate about Technology, Young Children, and the Library

2019 ◽  
Vol 17 (2) ◽  
pp. 20
Author(s):  
Kathleen Campana ◽  
J. Elizabeth Mills ◽  
Claudia Haines ◽  
Tess Prendergast ◽  
Marianne Martens
Keyword(s):  
Young Child ◽  
Young Children ◽  
Technology Use ◽  
Effective Practices ◽  
Discussion List ◽  
New Research ◽  
Children And Technology

Recent discussions on the ALSC electronic discussion list signaled a need for a better understanding of the research around young children and technology. The controversy and debate around using technology with young children has been going on for several years. While research is emerging in this area for libraries, there is still not a huge body of research out there and data do not yet exist at this point that answer some of our most basic questions of how technology use will affect children long term. However, new research in this area is emerging regularly so it is important to have opportunities to explore the findings that do exist. Ultimately, we see that a majority of families are already using technology with young children so libraries can play an important role by providing guidance on what to use and how to use it effectively with their young child. We wanted to share the content of our panel presentation with readers to further disseminate the research as well as some recommendations for effective practices that can impact and enhance practice, especially when working with families.

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