Digital Photography and Journals in a Kindergarten-First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education

2006 ◽  
Vol 17 (3) ◽  
pp. 347-371 ◽  
Author(s):  
Cynthia Carter Ching ◽  
X. Christine Wang ◽  
Mei-Li Shih ◽  
Yore Kedem
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Digital Photography ◽  
First Grade ◽  
Childhood Education ◽  
Grade Classroom

scholarly journals Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

2019 ◽  
Author(s):  
Pekka Mertala
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Technology Use ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Qualitative Empirical Research ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Nuanced Understanding

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education

2020 ◽  
pp. 154-173
Author(s):  
Athifah Utami ◽  
Francisco Javier Palacios Hidalgo
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Using Data ◽  
Inclusive Early Childhood

The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.

scholarly journals Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Stephanie Simmons Zuilkowski ◽  
Gunther Fink ◽  
Corrina Moucheraud ◽  
Beatrice Matafwali
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
First Grade ◽  
Receptive Language ◽  
Sub Saharan Africa ◽  
Fine Motor ◽  
Task Orientation ◽  
Childhood Education

While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrolment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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