‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices

2016 ◽  
Vol 18 (2) ◽  
pp. 163-188 ◽  
Author(s):  
Eugene Harrison ◽  
Marianne McTavish
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Family Literacy ◽  
Digital Technologies ◽  
Digital Culture ◽  
Language And Literacy ◽  
Home Environments ◽  
Second Languages ◽  
Digital Devices ◽  
Digital World

Children today are growing up in a digital world that is changing and advancing at an unprecedented rate. While some adults may struggle to keep up with new technological gadgets, we find our very young may be quite at ease with the use of digital technologies, even before learning to speak. This study builds on a foundation of family literacy studies that looks at the literacies children are exposed to within their home environments. Given the influx of technology in children’s home environments, it is important to understand children’s digital literacy developments from a family literacy perspective. Studying two very young children and their families interacting with these new devices provides a deep and detailed look into how digital technologies might be influencing young children’s language and literacy development in first and second languages. Findings from this study can inform parents and educators of what, why and how young children interact and learn with digital devices.

Cloud- and Crowd-Networked Pedagogy

2016 ◽  
pp. 1-24
Author(s):  
Marohang Limbu
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Culture ◽  
Cloud Environment ◽  
Cultural Narratives ◽  
Digital World ◽  
The World ◽  
Teaching Learning ◽  
Almost All

Our knowledge is constantly shifting from analog literacies to digital literacies, industrial literacies to information societies, paper literacies to screen literacies, and mono-modal literacies to multimodal literacies for which digital technology and/or digital culture has become a dynamic and evolving force. Concerning the literacy shifts whether we realize or not, we are invariably encountering digital technologies and are explicitly and/or implicitly embracing such knowledge shift in almost all across the world without any exception. This knowledge shift demonstrates that digital literacy has become an inescapable component of our daily life in the context of the 21st century's digital world. In this chapter, I will discuss affordances of cloud/digital pedagogies such as what teaching, learning, and writing are in digital context, how digital, cloud, or crowd pedagogy currently became an inescapable element, and why instructors from any global communities (should) welcome this pedagogical shift in academic spaces. Additionally, this chapter stresses on how instructors can engage students in the cloud environment, how students can share a complex set of linguistic and cultural narratives, and how students can collaborate and cooperate to create their realities in the context of the 21st century's networked classrooms.

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

scholarly journals DIGITAL LITERACY AMONG CHILDREN IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 3 (2) ◽  
pp. 157-170
Author(s):  
Hario Bismo Kuntarto ◽  
Amit Prakash
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Elementary School Children ◽  
Digital Technologies ◽  
Field Work ◽  
Internet Service ◽  
Digital Devices

The use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted through interviews, observations and workshops related to the use of digital technology to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society. Kata Kunci: literasi digital, pemanfaatan digital oleh anak sekolah dasar, pengenalan digital pada anak   Abstract – Use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted over a six-month study period to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.

scholarly journals The sibling as a factor of parental control over the use of gadgets by children

2021 ◽  
Vol 119 ◽  
pp. 05001
Author(s):  
Nadezhda Sivrikova ◽  
Elena Nemudraya ◽  
Natalya Gilyazeva ◽  
Ekaterina Gnatyshina ◽  
Elena Moiseeva
Keyword(s):  
Young Children ◽  
Parental Control ◽  
Digital Technologies ◽  
Second Child ◽  
Digital Devices ◽  
Frequency Of Use ◽  
The Family ◽  
Mathematical Processing ◽  
The Impact ◽  
Parental Strategies

The study aimed to examine the impact on parental strategies of regulating children’s digital gadgets from having a second child in the family. Ninety-three mothers took part in the survey. Twenty women had two children, one woman – three children, the others women – on one child. Parents evaluated the frequency of use of digital devices by each child and then filled out several checklists. The mathematical processing of data is represented by the analysis of сrosstabs (Cramer’s V Test and Somer’s D Test). The results of the study show that the use of digital devices is widespread among young children. At the same time, with the presence of senior siblings, the age of admission of the child to digital devices decreases. Thus, young children are exposed to digital technologies. Most parents seek to regulate the time and content children use. However, their rules were less stringent for the second child in the family. Parents should pay more attention to this.

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.

scholarly journals Exploring the Opportunities and Challenges of the Digital World for Early Childhood Services with Vulnerable Children

2018 ◽  
Vol 15 (11) ◽  
pp. 2407 ◽  
Author(s):  
Leona Harris ◽  
Niki Davis ◽  
Una Cunningham ◽  
Lia de Vocht ◽  
Sonja Macfarlane ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Research Programme ◽  
Vulnerable Children ◽  
Digital Devices ◽  
Screen Media ◽  
Digital World ◽  
Learning Stories ◽  
Agents Of Change ◽  
National Research Programme

Potentially addictive behaviours supported by the internet and mobile phones raise concerns in education services for early childhood. Although there is evidence that screen media can distract the attention of young children, there was a massive uptake of digital devices by early childhood centres (ECCs). We investigated practices of families (n = 85) and of six ECCs serving vulnerable children in New Zealand, many of whom are emergent bilinguals. Descriptions of the limited and exemplary choice of screen media of the ECCs include digital portfolios containing children’s learning stories in multiple languages illustrated with digital photos. This was facilitated by increasing partnership with the families and the inclusion of their languages in the physical and digital landscapes of the ECCs. However, these families and the ECCs are seeking additional guidance to face the complex challenges of the digital world. These early findings from our national research programme, A Better Start, E Tipu E Rea, already informed significant changes in the ECCs; we also identified the potential for young children to act as agents of change.

scholarly journals Toward a Theory-Predicated Definition of Digital Literacy for Early Childhood

2014 ◽  
Vol 9 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Elizabeth R. Kazakoff
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Second Grade ◽  
Older Children ◽  
Developmental Needs ◽  
Technological Tools ◽  
Definition Of

Though young children are frequent users of digital technology, there is no comprehensive definition of early childhood digital literacy. Currently, digital literacy and related terms are defined with much older children and adults in mind. This paper aims to lay groundwork for redefining digital literacy in an early childhood context. Taking into account the unique developmental needs of early childhood when discussing digital literacy can provide a gateway to developing technological tools and curricula to prepare children in kindergarten through second grade to be more effective users of digital technologies throughout their lives.

scholarly journals A Case Study on Digital Literacy with Respect to India

2021 ◽  
pp. 1502-1512
Author(s):  
Dr. Pradipta Mukhopadhyay
Keyword(s):  
Digital Literacy ◽  
Research Work ◽  
Digital Technologies ◽  
Modern World ◽  
Access To Information ◽  
Human Beings ◽  
Digital Platforms ◽  
Digital Devices ◽  
Clear Information

Digital Literacy means having the required knowledge and skills what human beings of modern world needs to learn and work in a society where communication and access to information is done through digital technologies like internet, social media etc, with the help of digital devices like computer, laptops, desktops, tablets, or mobile and refers to an individual’s ability to find, evaluate and compose clear information through writing and other media on various digital platforms. In this paper we will study the meaning of digital literacy along with the present status of digital literacy in the current world with a special reference to India. The current study has been casual, exploratory and empirical in nature and the data needed for research work has been collected by using both direct and indirect method of data collection.

Importance of Data Management in Digital Media Literacy

2019 ◽  
pp. 235-247
Author(s):  
Yavuz Kömeçoğlu ◽  
Zumrut Muftuoglu ◽  
Can Umay ◽  
Aysin Tasdelen ◽  
Sebnem Ozdemir
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Three Dimensions ◽  
Digital World ◽  
Learning Techniques ◽  
Competent Person ◽  
The Individual ◽  
Digital Media Literacy

A digital literate person is identified as competent person in the three dimensions of digital technologies, defined as technical, cognitive, and socio-emotional. In particular, under the technical dimension, the person is able to use the tools of the digital world in a competent way. Considering this definition given in technical dimension, it is seen that the individual being a good digital literate is also related to the tools of the digital world. However, no matter how good a digital literate can be, she/he is suffocated in the information if there is no tool to help in accessing information in a certain area, because of the size of digital world. The purpose of this study is to strengthen the technical dimension of digital literacy by developing a tool for reaching the correct visuals by using deep learning techniques. In order to fulfill that purpose, transferring cultural heritage to the next generation by avoiding disturbing visuals, was focused.

Digital Technology in Kindergarten

2018 ◽  
pp. 57-76
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.

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