The relational space of educational technology: Early childhood students’ views

2019 ◽  
Vol 9 (4) ◽  
pp. 290-305 ◽  
Author(s):  
Kyriakos Demetriou ◽  
Zoi Nikiforidou
Keyword(s):  
Educational Technology ◽  
Early Childhood ◽  
Personal Development ◽  
Meta Analysis ◽  
Early Years ◽  
Children’S Learning ◽  
Space Material ◽  
Material Space ◽  
Early Childhood Students ◽  
Children's Learning

The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.

scholarly journals A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

2019 ◽  
Vol 43 (1) ◽  
pp. 249-276 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Beverly Falk ◽  
Dina López ◽  
Lívia Barros Cruz ◽  
Nancy Bradt ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Meta Analysis ◽  
Learning And Development ◽  
Transdisciplinary Approach ◽  
Children’S Learning ◽  
Seven Principles ◽  
History Of ◽  
And Linguistics ◽  
Children's Learning

In this review of research, we offer a meta-analysis of young children’s learning and development within and across psychology, education, and linguistics. Engaging with Soja’s concept of Thirdspace, we mapped young children’s learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color—those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education’s long history of inequities and oppressions.

Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework

2015 ◽  
Vol 15 (2) ◽  
pp. 158-173 ◽  
Author(s):  
Susan Edwards ◽  
Jo Bird
Keyword(s):  
Early Childhood ◽  
Technology Use ◽  
Early Years ◽  
Childhood Education ◽  
Children’S Learning ◽  
Tool Mediation ◽  
Ludic Play ◽  
Early Childhood Settings ◽  
New Framework ◽  
Children's Learning

Early childhood education settings are characterized by the use of play-based learning and the assessment of children’s play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult for teachers to observe and assess how young children in their settings are learning to use technologies. In this article, we report on the use of a new framework we have previously developed to help educators observe and assess young children’s learning to use technologies through play. Known as the Digital Play Framework, the framework draws on Vygotsky’s ideas about tool mediation to position technologies as tools that children learn to master according to Hutt’s conceptualization of epistemic and ludic play. We suggest that the Digital Play Framework holds potential for supporting educators to identify children’s learning to use technologies through play and therefore opportunities for extending the provision of play-based technology education in the early years.

Play-based Learning and Intentional Teaching: Forever Different?

2017 ◽  
Vol 42 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Susan Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Social Interactions ◽  
Early Years ◽  
Curriculum Innovation ◽  
Childhood Education ◽  
Children’S Learning ◽  
Children's Learning

PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

scholarly journals PENINGKATAN SIKAP POSITIF IBU-IBU WALI PAUD TERHADAP PEMBELAJARAN DI PAUD RW II TAMBAK WEDI SURABAYA

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Dewi Mustami’ah ◽  
Andi Maulida Rahmania ◽  
Anisa Nilasari
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Positive Attitude ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Childhood Development ◽  
School Year ◽  
Children’S Learning ◽  
Children's Learning

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk membentuk sikap positif ibu-ibu wali murid PAUD RW II Kelurahan Tambak Wedi Surabaya terhadap pembelajaran di PAUD. Permasalahan selama ini ibuibu menganggap pembelajaran di PAUD kurang ada manfaatnya karena hanya diajari bernyanyi, berjalan-jalan dan bermain saja. Sedangkan orang tua menghendaki ketika anak dimasukkan PAUD akan diajari menulis, berhitung dan membaca. Akibatnya orang tua terkadang tidak akan mengantarkan anaknya ketika sibuk atau punya aktifitas lain dan bahkan akan menghentikan anaknya ditengah tahun pelajaran. Anak tidak sampai tuntas mengikuti pembelajaran di PAUD sampai akhir tahun pelajaran. Dalam upaya meningkatkan sikap positif orang tua (ibu) pada pentingnya belajar di PAUD, maka diperlukan pemahaman terhadap orang tua melalui Focus Group Discussion tentang belajar anak PAUD, Belajar Bersama Anak melalui aktifitas ibu-anak. Untukmeningkatkan sikap positif ibu terhadap PAUD diperlukan pemahaman tentang perkembangan anak Usia Dini, Model belajar anak usia dini, pemilihan stimulant yang cocok untuk anak usia dini. Diharapkan dengan pemahaman yang tepat tentang Pendidikan anak usia dini orang tua akan memiliki sikap positif terhadap PAUD, sehingga orang tua akan berpartisipasi aktif dalam pembelajaran anak. Hasil Ibu-Ibu lebih memahami Pendidikan PAUD mengembangkan aspek fisik, panca indera, emosi, social, pengetahuan, agama pada anak melalui metode bermain. Sehingga ketika bunda PAUD mengajak anak-anak melompat-lompat, berlari atau berjalan-jalan, sebenarnya didalamnya terdapat pengetahuan berbaris, sabar menunggu aba-aba, mengerti teman di kanan kirinya, melatih kepekaan anak dalam mendengar perintah. Ibu-ibu juga memiliki pemahaman terkait bagaimana harus menghadapi anak-anak usia dini dan perilaku khasnya seperti senang berlarian, coret-coret dan ibu-ibu juga memiliki pandangan bagaimana mengelola emosi dengan lebih baik saat menghadapi anak. Ibu-ibu memperoleh gambaran stimulasi anak usia dini yang dapat dilakukan ibu dan anak di rumah dengan menggunakan bahan-bahan yang sederhana namun bertujuan untuk melatih kemampuan sensorik anak, yaitu kegiatan meremas kertas, dan menempel benda-benda kecil di kertas (misalnya biji-bijian (jagung, kedelai, beras, kacang-kacangan).ABSTRACTThe purpose of this community service activity is to establish a positive attitude towards the guardians of PAUD RW II students in Tambak Wedi Surabaya Village towards learning in PAUD. The problem so far has been that mothers consider learning in PAUD to be of no use because they are only taught to sing, walk and play. Whereas parents want PAUD when children are included, they will be taught to write, count and read. As a result parents sometimes will not deliver their children when they are busy or have other activities and will even stop their children in the middle of the school year. Children do not complete learning in PAUD until the end of the school year. In an effort to improve the positive attitude of parents (mothers) on the importance of learning in PAUD, it is necessary to understand parents through Focus Group Discussion on PAUD children’s learning, Learning With Children through mother-child activities. To improve the mother’s positive attitudetowards PAUD, an understanding of Early Childhood development, early childhood learning model, selection of stimulants suitable for early childhood is needed. It is expected that with proper understanding of early childhood education parents will have a positive attitude towards PAUD, so parents will actively participate in children’s learning. Results Mothers better understand PAUD education develops physical aspects, senses, emotions, social, knowledge, religion in children through playing methods. So when the mother of PAUD invites children to jump around, run or walk, in fact there is a lined up knowledge, patiently waiting for the cue, understanding the friend on her left and training the child in listening to commands. Mothers also have an understanding of how to deal with early childhood and their typical behaviors such as running around, scribbling and mothers also have a view on how to manage emotions better when facing children. Mothers get a picture of early childhood stimulation that can be done by mothers and children at home by using simpleingredients but aims to train children’s sensory abilities, namely the activity of squeezing paper, and sticking small objects on paper (for example, grains (corn, soybeans, rice, nuts).

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

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