Infants, Toddlers, and Technology in Early Childhood Settings

2021 ◽  
pp. 206-226
Author(s):  
Ross Glen Chandler Nunamaker ◽  
William Arthur Mosier
Keyword(s):  
Early Childhood ◽  
Technology Use ◽  
Early Childhood Teacher ◽  
Infants And Toddlers ◽  
Technology Usage ◽  
Violent Media ◽  
Early Childhood Professionals ◽  
Face Complex ◽  
The Impact ◽  
Early Childhood Settings

This chapter addresses how early childhood professionals can implement technology in early childhood settings with infants and toddlers. Early childhood educators face complex expectations to ensure children learn and develop optimally. Technology use with infants and toddlers in early childhood settings introduces additional intricacies and nuances. This chapter explores and assesses technology usage with infants and toddlers. The impact of violent media on infants and toddlers is explored. The use of applications in early childhood settings is discussed, including consideration of the COVID-19 pandemic and its impact on technology usage, along with research-based solutions and recommendations to using technology with infants and toddlers. Implications for early childhood teacher education and professional development are also summarized. Finally, future trends related to technology usage with infants and toddlers are discussed.

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

scholarly journals Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations

2019 ◽  
Vol 45 (1) ◽  
pp. 82-94
Author(s):  
Megan Gibson ◽  
Amanda McFadden ◽  
Kate E Williams ◽  
Lyn Zollo ◽  
Abigail Winter ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Small Scale ◽  
Qualified Teachers ◽  
School Settings ◽  
Graduate Survey ◽  
Workforce Policy ◽  
Early Childhood Settings

Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.

Including Playful Aggression in Early Childhood Curriculum and Pedagogy

2017 ◽  
Vol 42 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Jennifer L. Hart ◽  
Michael C. Nagel
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Curriculum ◽  
Curriculum And Pedagogy ◽  
Optimal Development ◽  
Communicative Development ◽  
Early Childhood Professionals ◽  
Learning Domains ◽  
Multiple Domains ◽  
Early Childhood Settings

THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

Do Technology-Based Sales Support Materials Make a Difference in Personal Selling? The Impact of Technology Usage by Gender in the Personal Selling Process

2020 ◽  
Vol 42 (3) ◽  
pp. 272-283
Author(s):  
Youngsu Lee ◽  
Timothy Heinze
Keyword(s):  
Technology Use ◽  
Personal Selling ◽  
Gender Effects ◽  
Customer Relationship ◽  
Hard Copy ◽  
Technology Usage ◽  
Front Line ◽  
Support Materials ◽  
Selling Process ◽  
The Impact

Technology usage is widespread across most fields of business. In sales, “back-end” technologies, such as customer relationship management or salesforce automation, offer a foundation for effective and efficient “front-line” interactions in the personal selling process (PSP). In many instances, “front-line” technology applications have replaced traditional, hard-copy sales support materials. However, do these technology-based sales support materials (TSSM) offer meaningful utility in the PSP? Using a randomized field experiment, the current study answers the question through examining the use of TSSM within the PSP and across genders. Results indicate that the use of TSSM offers utility during the presentation and objection-handling stages of the PSP. There are no gender effects associated with technology use. The study offers educators pedagogical recommendations regarding the use of TSSM within the PSP. The study also validates the PSP scale.

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