The Impact of Technology on Early Childhood Education

2011 ◽  
pp. 1-23 ◽  
Author(s):  
Andrew Neil Gibbons
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Adult Child ◽  
Generation Gap ◽  
Learning And Development ◽  
Child's Play ◽  
Binary Oppositions ◽  
Critical Understanding ◽  
Impact Of Technology ◽  
The Impact

This chapter explores the bridging of the communication-generation gap through an analysis of the child’s play with hi-tech toys. The analysis of the young child’s play with these toys employs narrative from the show Digimon in order to critique predominant themes in relation to learning and development. These themes highlight challenges to binary oppositions of adult-child, self-other, and artificial-real. In troubling these oppositions, the very idea of the gap becomes of interest in that in the gap are potential alternatives for adults who seek a critical understanding of the complex terrains in which they engage the young child.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

scholarly journals “Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Ayooluwa Oke ◽  
Judith E. Butler ◽  
Cian O’Neill
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Structured Interviews ◽  
Childhood Education ◽  
Social Welfare Services ◽  
Childhood Care ◽  
Highly Skilled ◽  
Education And Care ◽  
Impact Of Technology ◽  
The Impact

Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.

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