scholarly journals Voices as Cues to Children’s Needs for Caregiving

Human Nature ◽  
2021 ◽  
Author(s):  
Carlos Hernández Blasi ◽  
David F. Bjorklund ◽  
Sonia Agut ◽  
Francisco Lozano Nomdedeu ◽  
Miguel Ángel Martínez
Keyword(s):  
College Students ◽  
Early Childhood ◽  
Young Children ◽  
Powerful Source ◽  
Children’S Voices ◽  
Source Of Information

AbstractThe aim of this study was to explore the role of voices as cues to adults of children’s needs for potential caregiving during early childhood. To this purpose, 74 college students listened to pairs of 5-year-old versus 10-year-old children verbalizing neutral-content sentences and indicated which voice was better associated with each of 14 traits, potentially meaningful in interactions between young children and adults. Results indicated that children with immature voices were perceived more positively and as being more helpless than children with mature voices. Children’s voices, regardless of the content of speech, seem to be a powerful source of information about children’s need for caregiving for parents and others during the first six years of life.

Mother's Perspective About Using the Gadget Safeness for Children

2020 ◽  
Vol 14 (2) ◽  
pp. 313-320
Author(s):  
Colti Sistiarani ◽  
Bambang Hariyadi ◽  
Saudin Yuniarno ◽  
Endo Dardjito
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Media Use ◽  
Parental Mediation ◽  
Early Years ◽  
Special Issue ◽  
Children's Media ◽  
At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers.  Keywords: Early Childhood, Mother Perspective, Gadget Safeness  References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

The Study of Prosocial Emotions in Early Childhood: Unique Opportunities and Insights

2020 ◽  
Vol 12 (4) ◽  
pp. 278-279
Author(s):  
Robert Hepach ◽  
Amrisha Vaish
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Social Interactions ◽  
Early Ontogeny ◽  
Cooperative Relationships

The study of young children’s prosocial emotions, especially as they regulate children’s social interactions toward cooperative ends, is burgeoning. We join Algoe (2020) and Tsang (2020) in their assessment that early ontogeny provides a unique window into the study of prosocial emotions, and that the behavioural methods developed to study prosocial emotions in young children could productively be employed across the lifespan. One particularly intriguing question moving forward is to what degree the role of prosocial emotions within kin relationships is comparable to or different from the functions they fulfil in regulating cooperative relationships with nonkin (peers).

Role of Embodied Movement in Assessing Creative Behavior in Early Childhood: A Focused Review

2019 ◽  
Vol 126 (6) ◽  
pp. 1058-1083 ◽  
Author(s):  
Emily Frith ◽  
Paul D. Loprinzi ◽  
Stephanie E. Miller
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Experimental Research ◽  
Creative Thinking ◽  
Creative Potential ◽  
Creative Behavior ◽  
Physical Interactions ◽  
One Year ◽  
Interactive Play

The controlled measurement of creative potential in early childhood is imperative for researchers seeking to fully understand the initial emergence and development of creativity. Evidence for original ideation has been demonstrated in infants as young as one year old, through their performance of movement-based, interactive creativity tasks. In this focused review of developmental research, we suggest that embodied movements and interactive play may uniquely facilitate creative thinking in early childhood (i.e., from birth to age six). From this review, we propose that embodied movement reinforces physical interactions that influence cognitions underlying creative behavior. Embodied creativity may supplement traditional creativity measures, as young children may be more inclined to represent their inner thoughts and experiences through movement rather than through language alone. Thus, we explored the importance of embodied creativity as a means of informing current researchers about the development of creativity, and we suggest future experimental research in this area.

scholarly journals Learning in an Internet Environment during Early Childhood

2003 ◽  
Vol 4 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Ofra Nir-Gal ◽  
Talia Nur
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Learning Environments ◽  
The Internet ◽  
Web Environment ◽  
Internet Learning ◽  
Internet Environment ◽  
Use Of The Internet ◽  
Source Of Information ◽  
The Web

The present study focuses on the Internet activity of young children in order to examine how these children utilized the Internet and their potential in the uses of the Internet. The study sample consisted of 20 children, from both compulsory and pre-compulsory kindergarten. Two Internet learning environments were examined: (1) the ‘universal’ environment of the Web, where a search engine was used for navigation; and (2) the ‘modified’ Web environment, which was created in accordance with the abilities and level of young children. It was shown that young children who operated in a ‘modified’ Internet environment manifested better control of the uses of Internet interfaces and were better oriented in the Internet environment when compared with their activity in the ‘universal’ Internet environment. Another finding was that not all of the Internet uses constitute a meaningful learning environment for young children. In order for the environment to be advantageous for children, Internet uses must be structured in accordance with the children's levels of development and needs, with the emphasis on the use of the Internet as a source of information in parallel with concrete activity and teacher/adult mediation in the children's Internet activity.

eye brings you another batch of the latest products and books on offerAddressing Challenging Behaviours and Mental Health Issues by Mojdeh Bayat (ISBN: 9781138012912). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathExploring Education and Childhood edited by Dominic Wyse, Rosemary Davis, Phil Jones and Sue Rogers (ISBN: 9780415841115). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathIntroducing Dialogic Pedagogy – provocations for the Early Years by E. Jayne White (ISBN: 9780415819855). Paperback. £27.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books. [email protected] Review by Martine HorvathPicture booksEncouraging Physical Development Through Movement-Play by Carol Archer and Iram Siraj (ISBN: 9781446297124). Paperback. £24.99. Published by SAGE Publications. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathStarting Inquiry-Based Science in the Early Years by Sue Dale Tunnicliffe (ISBN: 9781138778566). Paperback. £21.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathThe Camera Book: loads of things you can do with a camera by John Davis (ISBN: 9780711236448). £9.99. Paperback. Published by Frances Lincoln Children's Books. Tel: 020 7284 9300; www.franceslincoln.co.uk/[email protected] Review by Neil HentyObserving Young Children The role of observation and assessment in early childhood settings by Sandra Smidt (ISBN: 9781138823563). Paperback. £19.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine Horvath

2015 ◽  
Vol 17 (6) ◽  
pp. 54-56
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Young Children ◽  
Physical Development ◽  
Early Years ◽  
Health Issues ◽  
Mental Health Issues ◽  
Challenging Behaviours ◽  
Early Childhood Settings

The art of the early childhood researcher: Rediscovering music and movement in language

2018 ◽  
Vol 17 (1) ◽  
pp. 44-53
Author(s):  
Gloria Latham
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sense Of Place ◽  
Lived Experiences ◽  
Look Back ◽  
The World ◽  
Teacher Researcher ◽  
Initial Research

The initial research undertaken was an attempt to understand what it is like for young children to be in the world. The study was a search to reclaim a sense of place for the teacher/researcher and the children, and to capture young children’s profound wondering. This article is a reflective look back at that study and attempts through methods of reflection and disruption to gain further clarity, to extend yet complicate what was known. The reflection also explores three of the central challenges that were encountered when evoking and ultimately re-visioning the lived experiences. Taking the time to look back on the research with testimonial readings, provided greater perspective and clarity to the role of emKeybodied teacher.

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).

scholarly journals Challenging Dominant Discourses across Geographies in Early Childhood

2011 ◽  
Vol 12 (4) ◽  
pp. 310-314
Author(s):  
Joyce M. Duckles ◽  
Joanne Larson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Present Evidence ◽  
Contested Spaces ◽  
Science Practices ◽  
Parents And Children ◽  
The Everyday ◽  
Dominant Discourses ◽  
Traditional Roles

Meyers & Kroeger situate two young writers in current ideologies of childhood and literacy and argue for creating dialogic classroom spaces in which children can be recognized by themselves, other children, and teachers as literate. Duckles & Larson build on the authors' attention to the potential constraints of dominant discourses and highlight the role of researchers to uncover and document spaces in which they are being challenged. From a study of the everyday science practices of 17 families with young children, they present evidence of parents and children challenging dominant cultural autonomous models of science that dichotomize school and everyday science, that situate pathways to success only in schools, and situate young children (and many adults) as peripheral and passive participants. The contested spaces of these homes can provide insights into how to support hybrid practices and create pathways to successful engagement with science across multiple geographies and across the lifespan. The authors build on Meyers & Kroeger's call for locating and creating spaces where dominant developmental beliefs and traditional roles are disrupted and for transforming discourses to include ideological views of science, of literacy, and of young children.

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