scholarly journals A board game proposal for teaching informatics related topics in Early Childhood Education

2021 ◽  
Vol 102 ◽  
pp. 01001
Author(s):  
Tharrenos Bratitsis ◽  
Anna Kontovounisiou ◽  
Maria Kiriazoglou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Internet Use ◽  
The Internet ◽  
Board Game ◽  
Game Based Learning ◽  
Childhood Education ◽  
Functional Potential ◽  
Undergraduate Thesis

This paper presents an idea of a board game designed for teaching informatics related topics to kindergarteners, as part of an undergraduate thesis. The idea emerged through a course about game-based learning and popular board game ideas were examined. Based on a brainstorming session, the appropriate format of the board was selected. Then, the topics were selected, addressing the issue of internet use by young children. The subtopics identified were that of safety while accessing the internet, proper computer use, technological matters and functional potential (all explained in detail in the paper). The game idea, mechanics and design are presented in this paper.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals Portal Scholaris jako platforma cyfrowej edukacji wczesnoszkolnej – zmiana czy cementowanie utartych ścieżek dydaktycznych?

2018 ◽  
Vol 41 (2) ◽  
pp. 37-47
Author(s):  
Marzenna Nowicka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
General Model ◽  
Digital Content ◽  
The Internet ◽  
Teaching Program ◽  
Electronic Resources ◽  
Childhood Education

Scholaris is a portal of MEN agenda with educational electronic resources designated for teachers of all stages of education. The aim of the research was to identify the promoted model of digital early childhood education. An analysis of the content of portal showed a focus on technology being used to illustrate the content covered by the teaching program, limitation of openness to other communities and places on the internet, negligence of the communication between education entities and the hegemony of digital content for the teacher to reproduce. The digitality on the portal is seen as a visualsound enhancement of classes and the technical facilitation of the teacher’s work. In spite of the current innovative trends, the general model promoted on the website is seen as functional-behavioral.

scholarly journals Pelatihan Literasi Sumber dan Bahan Belajar di Internet bagi Guru PAUD di Kecamatan Ngaglik, Sleman

2018 ◽  
Vol 3 (2) ◽  
pp. 135-140
Author(s):  
Astri Hapsari ◽  
Resnia Novitasari ◽  
Hepi Wahyuningsih
Keyword(s):  
Early Childhood ◽  
Instructional Design ◽  
Early Childhood Education ◽  
Natural Environment ◽  
Teaching Practice ◽  
The Internet ◽  
Learning Materials ◽  
Childhood Education ◽  
Cyber Space

TRAINING OF RESOURCE LITERACY AND LEARNING MATERIALS ON THE INTERNET FOR PAUD TEACHERS IN NGAGLIK DISTRICT, SLEMAN. Learning media and resources are parts of Early Childhood Education instructional design. Nowadays, learning media and resources include not only natural environment but also cyber space in internet. However, some Early Childhood Education teachers are not aware of the potential of using these learning media and resources in their teaching practice. Therefore, an in-house training of learning media and resources literacy was designed for Early Childhood Education teachers in District of Ngaglik, Sleman Regency. This training was attended by Rumah Anak Pintar Islami and Smart Child Al-Mubarok Pre-Schools. The outcome of the training was better understanding on learning media and resources in the internet which the teachers can use in their teaching practice.

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.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

scholarly journals A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

2019 ◽  
Vol 89 (4) ◽  
pp. 536-568 ◽  
Author(s):  
Annegien Langeloo ◽  
Mayra Mascareño Lara ◽  
Marjolein I. Deunk ◽  
Nikolai F. Klitzing ◽  
Jan-Willem Strijbos
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Nonverbal Communication ◽  
Language Proficiency ◽  
Learning Opportunities ◽  
Home Language ◽  
Childhood Education

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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