scholarly journals The Use of Technology in Early Childhood Education: A Systematic Review

2020 ◽  
Author(s):  
Yuri Nurdiantami ◽  
Hilda Meriyandah Agil
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Use Of Technology

Tech-Knowledge in Japanese Early Childhood Education

2010 ◽  
pp. 49-69 ◽  
Author(s):  
Tetsuya Ogawa ◽  
Satomi Izumi-Taylor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Use Of Technology ◽  
Socialization Skills

This chapter describes how Japanese early childhood education promotes children’s socialization through the use of technology and play in group-oriented environments. The chapter also presents the traditional Japanese view of the child and of early childhood education, Japanese strategies in developing children’s socialization skills, changes in the use of technology in the field of early childhood education, and recommendations for educators.

Computer Technology in Taiwan Kindergartens

2010 ◽  
pp. 20-48 ◽  
Author(s):  
Yu-Yuan Lee
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Chinese Culture ◽  
Early Years ◽  
High Tech ◽  
Childhood Education ◽  
Use Of Technology ◽  
The Government ◽  
Teachers Professional Development

Taiwan has become a global high-tech center. The success of becoming the leading country of high-tech and information technology is accredited to the efforts of the government and of all citizens. In addition, Chinese highly value in academic success, and this has contributed to the success of Taiwan. Parents believe the success of life is rooted in a good education, especially in the early years. This chapter presents an overview of early childhood education in Taiwan and explores how Chinese culture had influenced the value of parents’ expectation in education, as well as how children learn through the use of technology. The last part of the chapter discusses the discrepancy between current early childhood education situations and teachers’ professional development.

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.

scholarly journals THE IMPLEMENTATION OF EARLY CHILDHOOD EDUCATION IN THE TIME OF COVID-19 PANDEMIC: A SYSTEMATIC REVIEW

2020 ◽  
Vol 8 (6) ◽  
pp. 46-54
Author(s):  
Maria Gayatri
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Online Education ◽  
Self Regulation ◽  
School Closure ◽  
Learning System ◽  
Childhood Education ◽  
Manual Search

Purpose of the study: The study examined the implementation of early childhood education during the pandemic of COVID-19. Methodology: A systematic review identified the implementation in early childhood education settings. Electronic databases such as PubMed, MEDLINE, Web of Science, Scopus, and manual search on Google Scholar were explored with specific keywords from the inception of the pandemic COVID-19 to November 30, 2020. Main Findings: Early childhood education has been influenced due to school closure. Most of the children experience online learning, to reduce the spread of the outbreak, especially when face-to-face learning cannot be conducted. Parents and teachers have significant roles in supporting the children to improve their cognitive and social development. However, the implementation of home learning causes some difficulties in relation to the self-regulation of very young children, the readiness to utilize digital technology and learning materials, parent’s beliefs and attitudes on online learning compared with traditional learning, and requirements of demanding time and knowledge to accompany the children. Therefore, it is important to have good communication between parents and teachers to support early childhood online learning during the outbreak. Applications of this study: This article will provide evidence from some countries about the matter of early childhood education during the COVID-19 pandemic. The study will be useful for improving the quality of early childhood education. Novelty/Originality of this study: Due to the COVID-19 pandemic, the early childhood education has changed from the traditional system to online education system to reduce the spread of the diseases. This article will show the various implementations of learning system during the outbreak and the lesson learned.

scholarly journals Training Needs for Kindergarten Principals in the Light of Digital Age Requirements

2020 ◽  
Vol 12 (2) ◽  
pp. 125-136
Author(s):  
Nouwar Q. Al-Hamad ◽  
Ahmad M. Rathwan ◽  
Ebtesam Q. Rababah
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Early Childhood Education ◽  
Process Management ◽  
Digital Age ◽  
Training Needs ◽  
Educational Process ◽  
Childhood Education ◽  
Use Of Technology ◽  
Academic Qualifications

Kindergarten is a crucial stage in early childhood education. Principals and teachers should be highly competent and aware of children educational needs. Principals represent the model for driving the rest of the workforce in their institutions. The aim of this study was to assess the training needs of kindergarten principals in light of digital age requirements from their own perspective. The study sample consisted of (90) kindergarten principals in the district of Jerash, Jordan. A questionnaire was used to collect data, which addressed needs in three domains pertaining to the use of technology. Statistical analysis revealed that principals estimates of their training needs was overall moderate, with a slightly higher needs pertaining to ICT employment in kindergarten and educational process management. Furthermore, the findings showed that there were no significant statistical differences between respondent estimates pertaining to their academic qualifications, years of experience, or to kindergarten's ownership.

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.

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