scholarly journals Identifying the factors that influence computer use in the early childhood classroom

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Use ◽  
Developmental Outcomes ◽  
Past Research ◽  
Educational Context ◽  
Early Childhood Classroom ◽  
Developmental Needs ◽  
Childhood Education ◽  
The Social

<span>omputers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford &amp; Whitebread, 2003; Yelland, 1999). Whilst this has been established, more recent research has begun to focus on the social and educational context in which computers are used in early childhood education (Brooker, 2003; Plowman &amp; Stephen, 2005). An aspect of this focus involves understanding how educators conceive of, and use, computers in early childhood education classrooms. This paper reports the findings from a study aimed at examining twelve Victorian early childhood educators' experiences integrating computers into the early childhood classroom. The paper focuses on the factors the educators saw as influencing computer use in their classrooms. A total of nine factors were identified as important. The top four of these factors were examined in more detail, these being 1) the need for educators to have operational knowledge of the computer; 2) the need to select software appropriate to the children's learning and developmental needs; 3) the need for children and educators to have access to current and reliable technology; and 4) the need to actively consider where (and why) the computer would be located in the classroom.</span>

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Early Teacher Training Across European Countries

2018 ◽  
pp. 71-80
Author(s):  
Ma Isabel Amor Almedina ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Great Influence ◽  
European Countries ◽  
Childhood Education ◽  
The Social ◽  
Integral Development ◽  
Technological Competences

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.

What's Happening with Computer Technology in Early Childhood Education Settings?

1998 ◽  
Vol 18 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Eileen Wood ◽  
Teena Willoughby ◽  
Jacqueline Specht
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Technology ◽  
Computer Use ◽  
Educational Software ◽  
Current Status ◽  
Specific Information ◽  
Cd Rom ◽  
Childhood Education ◽  
Education Directors

The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

scholarly journals EARLY SCIENCE EDUCATION AND ITS RELEVANCE

2012 ◽  
Vol 45 (1) ◽  
pp. 4-9
Author(s):  
Claudia Valentina Assumpção Gallian
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Early Years ◽  
Scientific Concepts ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Early Science Education ◽  
And Mathematics

This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston & Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. According to Johnston (2011) science teaching should be encouraged in the early years, aiming at reaching a holistic sense, that is, seeking not only understanding the scientific concepts but also developing attitudes and abilities related to them. Thus, the understanding of scientific concepts is closely related to both the development of knowledge in other areas such as geography, history and mathematics and to the social skills, such as collaboration, cooperation, etc and attitudes such as enthusiasm, initiative, curiosity etc.

Building Epistemic Awareness in the Early Childhood Classroom

2010 ◽  
pp. 177-216
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Education ◽  
Early Childhood Classroom ◽  
Academic Environments ◽  
Childhood Education ◽  
New Approaches ◽  
The World ◽  
New Thinking

It is evident from the information in the previous chapters in this book that there is much to be learned about how technology fits into the world of early childhood education (ECE). This chapter discusses some exciting new thinking about epistemology and how children and teachers learn and how this could relate to technology and all learning with young children and their teachers. The new understanding of preschool education potential demands new approaches to these vital years of schooling if we are to prepare our children to succeed in the increasingly demanding academic environments.

Integrating the Arts into Early Childhood Teacher Education Through Technology

2014 ◽  
pp. 208-218
Author(s):  
Kevin Hsieh ◽  
Melanie Davenport
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Early Childhood Classroom ◽  
Future Teachers ◽  
Early Childhood Teacher Education ◽  
Childhood Education ◽  
Use Of Technology ◽  
The Arts

Integrating the arts into the early childhood classroom is considered one of the effective pedagogies for children to learn different disciplines. However, most students in early childhood teacher education programs do not have experience in art, nor do they generally create art themselves. However, these future teachers and their students alike are surrounded with visual culture, immersed in technology, and grew up with television and other devices as indispensable parts of their lives, so these can provide portals for teaching them about the arts and interdisciplinary content integration. Teaching future Early Childhood Education (ECE) teachers creative pedagogies for integrating the arts into their classrooms through the use of technology is essential. The purpose is not just to help them understand the connections between the visual arts and what they see around them on television, tablet, and computer, but also, perhaps optimistically, to encourage them to be advocates for the arts in the lives of their students. In this chapter, the authors contemplate some of the challenges in building those connections for ECE students. They consider the questions: How can we build their confidence with this subject matter and guide them to integrate art forms through technology into their curricula? How can we foster in these future teachers a creative sensibility that recognizes the arts as a fundamental shared human means of expressing identity, understandings, beliefs, and ideas? How can we utilize very accessible community resources to encourage this transformation? This chapter describes a hands-on approach developed for guiding ECE majors who have little or no arts experience to understand, appreciate, and engage in the arts through technology and the interdisciplinary possibilities of Puppetry Arts. They describe the philosophy, process, resources, and outcomes of the course and offer recommendations for integrating the arts into early childhood education coursework through technology.

Pandemic Effects: Ableism, Exclusion, and Procedural Bias

2021 ◽  
pp. 16-29
Author(s):  
Kathryn Underwood ◽  
Tricia Van Rhijn ◽  
Alice-Simone Balter ◽  
Laura Feltham ◽  
Patty Douglas ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Communities ◽  
Childhood Disability ◽  
Childhood Education ◽  
Rural And Urban ◽  
The Social ◽  
Education And Care ◽  
Institutional Organization ◽  
Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

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