Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

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.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2020 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education

2020 ◽  
pp. 146394912093920
Author(s):  
Tonya Rooney ◽  
Mindy Blaise ◽  
Felicity Royds
Keyword(s):  
Climate Change ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Environmental Humanities ◽  
Childhood Education ◽  
Starting Point ◽  
The World ◽  
Matters Of Concern

In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations as a pedagogical response to making climate change more connected and immediate for young children. Mindy Blaise and her colleagues have also shown how ‘matters of fact’ dominate early childhood teaching, and call for new pedagogies that attend to ‘matters of concern’, such as climate change. In this article the authors build on these ideas by drawing also on María Puig de la Bellacasa’s suggestion that we extend our concern to ‘matters of care’ as an ‘ethically and politically charged practice’. The authors report on their work with educators and children in an Australian-based preschool where they have started to engage with matters of concern and matters of care to create new types of pedagogies that they call ‘weathering-with pedagogies’. These are situated, experimental, embodied, relational and ethical, and, the authors suggest, reflect a practice of care, thus providing young children with new ways of responding to climate change. The authors take as their starting point Donna Haraway’s invitation to ‘muddy the waters’ as a way to stir up the possibilities, tensions and challenges in doing such work.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2020 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

scholarly journals From the Editors’ Desk

2015 ◽  
Vol 40 (2) ◽  
pp. 3
Author(s):  
Veronica Pacini-­‐Ketchabaw ◽  
Affrica Taylor ◽  
Mindy Blaise ◽  
Sandrina De Finney
Keyword(s):  
British Columbia ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
21St Century ◽  
Environmental Humanities ◽  
Special Issue ◽  
Childhood Education ◽  
The World ◽  
Ways Of Being

<p>Learning How to Inherit in Colonized and Ecologically Challenged LifeWorlds in Early Childhood Education: An Introduction</p><p>The complex and intensifying ecological challenges of the 21st century call for new ways of thinking, being, and doing in all sectors of our society, including early childhood education, and the Aboriginal environmental humanities offer alternative ways of being present and acting in the world. Accordingly, in September 2014 we gathered for three days in Victoria, British Columbia, with leading Indigenous and environmental humanities scholars and a group of 40 early childhood scholars, educators, and students to mobilize these perspectives in the early education of young children. This special issue presents eight articles inspired by the conversations that took place at the “Learning How to Inherit in Colonized and Ecologically Challenged Life Worlds” symposium.1</p>

scholarly journals Bermain dan Belajar pada Anak Usia Dini

2020 ◽  
Vol 15 (01) ◽  
pp. 161-179
Author(s):  
Fitri Wahyuni ◽  
Suci Midsyahri Azizah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Learning Activity ◽  
Early Age ◽  
Initial Capital ◽  
Childhood Education ◽  
Study Results ◽  
The World ◽  
Early Childhood Learning

Early childhood has a unique way of learning something that is undoubtedly different from adults. A child does not understand that what he does while playing is an activity that might be considered a learning activity for parents. Playing while learning is an activity carried out by a child at an early age that is carried out with feelings of pleasure, without coercion, but has patterns that we expect to create results for proper development for the child. Playing is also a means for children to channel their considerable energy and discover new things that they did not know in a fun way before. Furthermore, it is indeed different from learning understood by adults with all the rules and demands in the end. Playing (while learning) in early childhood has goals that may not be realized by some; whenever playing, a child is developing the potential contained in self to become a robust initial capital for the future when facing problems in life. This paper tries to provide model and knowledge to parents to understand the world of early childhood, one of which is by understanding the nature and the meaning of playing for early childhood. Obtained by exploring various sources of literature, parents and early childhood education (PAUD) teachers may use the study results to be more precise in assisting and designing learning for young children. Keywords: Early childhood, Learning, Playing   Anak usia dini memiliki cara unik dalam mempelajari sesuatu yang berbeda dari orang dewasa. Seorang anak tidak mengerti bahwa apa yang dia lakukan saat bermain adalah kegiatan yang dapat dianggap sebagai kegiatan belajar bagi orang tua. Bermain sambil belajar adalah kegiatan yang dilakukan oleh seorang anak di usia dini yang dilakukan dengan perasaan senang, tanpa paksaan, tetapi memiliki pola yang diarapkan akan menciptakan hasil untuk perkembangan yang tepat bagi anak. Bermain juga merupakan sarana bagi anak-anak untuk menyalurkan energi mereka yang cukup besar dan menemukan hal-hal baru yang tidak mereka ketahui sebelumnya dengan cara yang menyenangkan. Lebih jauh lagi, bermain sambil belajar berbeda dari pembelajaran yang dipahami oleh orang dewasa dengan semua aturan dan tuntutan di akhir. Bermain (sambil belajar) pada anak usia dini memiliki tujuan yang mungkin tidak disadari oleh sebagian orang; setiap kali bermain, seorang anak mengembangkan potensi yang terkandung dalam diri untuk menjadi modal awal yang kuat untuk masa depan ketika menghadapi masalah dalam hidup. Tulisan ini mencoba memberikan model dan pengetahuan kepada orang tua untuk memahami dunia anak usia dini, salah satunya adalah dengan memahami sifat dan makna bermain untuk anak usia dini. Diperoleh dengan mengeksplorasi berbagai sumber literatur, orang tua, dan guru pendidikan anak usia dini (PAUD) dapat menggunakan hasil penelitian ini untuk lebih tepat dalam membantu dan merancang pembelajaran untuk anak-anak. Kata kunci: Bermain, Belajar, Anak usia dini

Selected History of Early Childhood Care and Education

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
International Perspective ◽  
Human Beings ◽  
Current Time ◽  
Childhood Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The World ◽  
History Of

A glimpse into a chronological journey of the lives and ideas of educationalists that have globally influenced the field of early childhood care and education (ECCE) is a necessary step for all educators. To better understand today’s practices as well as today’s errors, misunderstandings, and reinventions, this necessary time travel will offer the reader an international perspective on the sources of multiple concepts in the field of ECCE. By being exposed to the sometimes contentious and messy field of early childhood education, educators and early childhood scholars can consider the ideas and practices that best fit their current time, context, culture, and place. Once introduced to historical ideas and principles of practice in the field of early childhood education, readers can identify the roots of core concepts that are applied today in the education of the very young. Early childhood scholars and practitioners are advocating and fighting to be more valued by policy, governments, and the society as whole, and this ages-long struggle can be supported by the strong voices of the past. The biographical writings in this article will offer the reader only a glimpse into those efforts, a peek at the extreme activism of some and fight until death of others. In the last section, Comparative Studies, the reader will discover a network of connections between ideas, philosophies, practice, and experiences of thinkers from different times and different parts of the world. This network of ideas, if studied and qualitatively summarized, will support beginner educators to crystalize their own views and form their own teaching philosophy. This article contains a General Overviews chapter and one with Academic Articles that will warm up the reader by presenting overarching images of the tumultuous history of ECCE. Next is a chapter on the International History of Early Childhood Care and Education. The article continues with a chronological succession of thinkers who have built and strengthened the foundation of education in general, and of early childhood care and education in particular. They are introduced through their own voices and then analyzed by followers and critics. The selection of thinkers is far from being comprehensive and is based on their globally arching influence. Most of the thinkers proposed change, and some implemented reforms that are still viable today. They have all lived, to a degree, a Sisyphean effort to convince a world of adults that children matter more than previously thought. These past and present practitioners and theorists had tried to convince the world that children are not unfinished human beings, but competent and complex at every age. A surprising element of the historical insight will be the contemporary feel of some ideas that date back hundreds of years.

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