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Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.

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Title: Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.
Authors: Undheim, Marianne1 Marianne.undheim@uis.no
Source: European Early Childhood Education Research Journal. Jun2022, Vol. 30 Issue 3, p472-489. 18p. 1 Color Photograph, 1 Diagram, 2 Charts.
Subject Terms: *Early childhood education, *Teacher education, *Curriculum, Digital technology, Empirical research
Abstract: The purpose of this literature review is to identify patterns and discuss key perspectives from empirical studies published during the last decade that explore how young children (birth to six years old) and teachers together engage with digital technologies in early childhood education and care institutions. An inductive thematic analysis results in five key perspectives: 1) digital play is real play; 2) disconnected contexts; 3) teachers' knowledge and beliefs; 4) learning with and from technology; and 5) children as creators. The findings demonstrate the importance of defining digital technology in a broad way. Further, several of the articles highlight teachers' reflections and judgements regarding how they can implement and embed digital technology into their pedagogical practice. Based on the findings, I suggest that a more explicit focus on digital technology be embedded into pedagogical practice in national ECEC curricula, as well as in national guidelines for EC teacher education. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Jun2022, Vol. 30 Issue 3, p472-489. 18p. 1 Color Photograph, 1 Diagram, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Data: The purpose of this literature review is to identify patterns and discuss key perspectives from empirical studies published during the last decade that explore how young children (birth to six years old) and teachers together engage with digital technologies in early childhood education and care institutions. An inductive thematic analysis results in five key perspectives: 1) digital play is real play; 2) disconnected contexts; 3) teachers' knowledge and beliefs; 4) learning with and from technology; and 5) children as creators. The findings demonstrate the importance of defining digital technology in a broad way. Further, several of the articles highlight teachers' reflections and judgements regarding how they can implement and embed digital technology into their pedagogical practice. Based on the findings, I suggest that a more explicit focus on digital technology be embedded into pedagogical practice in national ECEC curricula, as well as in national guidelines for EC teacher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2021.1971730
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      – Code: eng
        Text: English
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Digital technology
        Type: general
      – SubjectFull: Empirical research
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      – TitleFull: Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.
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              M: 06
              Text: Jun2022
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