Developmentally-appropriate Technology and Interactive Media in Early Childhood Education

2014 ◽  
pp. 183-205 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interactive Media ◽  
Developmentally Appropriate ◽  
Appropriate Technology ◽  
Childhood Education ◽  
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.

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.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

The Play Theory and Computer Games Using in Early Childhood Education

2014 ◽  
Vol 4 (3) ◽  
pp. 47-60
Author(s):  
Svetlana Gerkushenko ◽  
Georgy Gerkushenko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Games ◽  
Developmentally Appropriate ◽  
Kindergarten Teachers ◽  
Preschool Age ◽  
Play Theory ◽  
Childhood Education ◽  
Classroom Activities

The article describes the role of play in child's development and identifies the characteristics of mature play in preschool age. The paper gives an overview of the computer games for preschool children used in Russian kindergartens. The research conducted with 50 Russian kindergarten teachers provides the analysis of the most important factors of computer programs selection made by teachers for their classroom activities. It is analyzed whether the factors concern the theory of children's play and whether the kindergarten teachers need the scaffolding program for choosing computer games appropriate for children's development. It is described the essence of the scaffolding program. They are formulated the criteria for evaluating computer games to make classroom activities developmentally appropriate.

scholarly journals Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?

2019 ◽  
Vol 10 (1) ◽  
pp. 57-75
Author(s):  
Hani Yulindrasari ◽  
Heny Djoehaeni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Ethnic Group ◽  
Developmentally Appropriate ◽  
Cultural Resistance ◽  
West Java ◽  
Melting Pot ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Appropriate Practices

Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

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