A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Opening doors: a collective case study of integrating technology in the preschool through 3rd grade classroom in a developmentally appropriate way

Children today are growing up in a technology-saturated world and yet early childhood teachers do not typically include technology in their classrooms, or if they do, they include it inappropriately. The literature states that integrating technology in early education can yield many benefits, but many teachers of young children avoid using technology because they do not know how to incorporate it appropriately. This dissertation is an exploratory observational study of early childhood teachers (preschool through third grade) who integrate technology in their programs in developmentally appropriate ways. This study involved three classroom teachers who were identified as model teachers at integrating technology in their classrooms: a preschool teacher and two kindergarten teachers. The study was guided by the recommendations from the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children\u27s Media at Saint Vincent College (2012) position statement for early childhood teachers in the appropriate use of technology and digital media in the early childhood classroom. In this exploratory collective case study, visits to the classrooms were conducted several times and observations were performed. Checklists and field notes were used to record the findings. The teachers were interviewed before and after the observations to create a clearer picture of the classroom practices. This resulted in three cases that can serve as examples for teachers on how to integrate technology in the early childhood classroom in a developmentally appropriately way for young children. This study also provides recommendations for teachers who want to provide children with digital learning tools that can extend, enrich, and scaffold their learning. This study contributes four conclusions and five recommendations to guide teachers in integrating technology in a developmentally appropriate way for young children

Adoption and Diffusion of Information Technology in Early Childhood Pedagogy: Crossing the Invisible Chasm

On a global basis, the usage of information technology in childhood pedagogy has been controversial. However, the trend of utilizing computers in preschool education is likely to gain momentum regardless of this controversy. This is particularly so for Singapore, a tiny country ranked only second to the United States in IT penetration and usage in the latest ranking by the World Economic Forum. In this regard, the attitudes of the various stakeholders (principals/administrators, teachers, and parents/guardians) are of utmost concern to both researchers and practitioners as such attitudes may shape the styles and methods of IT usage. Based on symbolic interactionism as the informing theoretical perspective, this study examines their perceptions toward IT usage in childhood pedagogy at seven preschool educational centers in Singapore. As part of our findings, we identify the existence of an “invisible” chasm and highlight factors that may be critical in crossing this chasm. In particular, we suggest possible extensions to Surry’s RIPPLES model, originally based on higher education, with accompanying implications for future research. We conclude with a proposed PIECES framework to guide effective IT usage in early childhood pedagogy

A Quantitative Phenomenological Study of the Proliferated Use of Electronics and the Impact on the Communication Skills of Prekindergartens

Children who have a deficit in language as they enter school continue to be behind their peers as they progress from grade to grade. During the COVID-19 pandemic, many children were unable to attend school or preschool in person. Children develop language best in face-to-face environments. Previous literature did not include how the pandemic and the increased use of remote learning using technology might impact kindergarten readiness. This study adds to the body of knowledge by including perceptions of parents after remote learning during the COVID-19 pandemic. I utilized a quantitative phenomenological research design. Data were collected using a questionnaire survey that used a 5-point Likert scale. The questions determined the perceptions of parents of kindergarten students on (a) what parents of kindergarteners believe they did to prepare their children before kindergarten, (b) what skills parents of kindergarten students feel are important for success in kindergarten, and (c) how participation in remote learning change how parents feel they should have prepared their children for kindergarten. Results of the study indicate that parents did change their overall perceptions of what they felt were the most important skills for students to be prepared to know as they enter kindergarten. Before the pandemic and remote learning, parents felt that cognitive and motor were most important and that social/emotional was the most important measure of success in kindergarten. Following remote instruction, 48% of parents in the sample population, stated they would do more to prepare their children in language/ communication

Development of the I Take Care of Myself educational game application to enhance early childhood sex education knowledge

Sexual crimes against children continue to be rampant, and this is due to the fact that children lack the sexual understanding and vocabulary necessary to tell what has happened to them to adults. This study aims to investigate the effectiveness of the android-based educational game application I take Care of Myself on the sexual education of young children. Research and Development (R&D) development research is the methodology employed. This development research technique pertains to the 4-D model (define, design, develop and distribute) (define, design, develop and disseminate). Four experts (material experts, media experts, linguists, and teachers) tested the feasibility of this educational game as a learning medium. Test the hypothesis using the Paired Sample T-test to assess the effectiveness of this educational game. Following the findings of four experts, it was determined that the educational game I take Care of Myself belonged in the very practicable category and should be implemented. The results of the two-tailed significance test indicate that the educational game I take Care of Myself can increase early childhood sexual education knowledge

The Use of ICT Resources For Teaching English As A Second Language To Kindergarten Learners

Este documento tiene la intención de mostrar las ventajas y desventajas del uso de la tecnología (TIC) en la enseñanza del inglés como segundo idioma para estudiantes de jardín de infantes. El marco teórico tiene tres partes. La primera muestra una breve introducción a la educación moderna, una conexión entre educación y tecnología y, finalmente, un segundo idioma y tecnología. La segunda parte presenta ideas claras sobre la tecnología en la educación de la primera infancia. Además, las ventajas y desventajas de la tecnología (TIC) en el segundo idioma en niños pequeños. Y finalmente, la tercera parte muestra opiniones y puntos de vista sobre los padres, la educación y la tecnología, también, la influencia de la educación en los niños y, por último, la conciencia tecnológica sobre los estudiantes.Student, Daniel G., The Use of ICT Resources for Teaching English as a Second Language to Kindergarten Learners. Licenciatura en Lenguas Extranjeras con énfasis en Inglés, April, 2020, Universidad Nacional Abierta y a Distancia. Since technology started to develop resources for education, a large debate was created about the use of ICT tools for teaching English on kindergarten students as a second language. This paper aims to present the benefits and a diverse kind of applications and platforms that help kindergarten with their English learning process, followed with bibliographic research from different authors that present the advantages of using ICT resources in English classes and how kindergarten students develop learning and social skills improving their English as a second language. Finally, this paper intends to create a conscience on parents, teachers, and schools about the correct use of ICT tools inside the classrooms with great knowledge about these resources and a responsible way to use them on kindergarten students

The Effect of Assertive Discipline on Early-Aged Children’s Gadget Addiction

The study aimed to find out the effect of assertive discipline on the children’s gadget addiction in a kindergarten in Semarang City. The present study was categorized into quantitative study. The population of the study was students and their parents in 2018/2019 academic year, there were 60 students and 60 parents, the samples were taken using purposive sampling technique. The data were collected using questionnaire filled by the parents. The analysis result found that the F value was 118,649 and Sig. = 0,000. Sig. value was lower than α = 0,05, meaning that H0 is rejected. It was found that assertive discipline significantly affects the early-aged children's gadget addiction. The study found that assertive discipline affects gadget addiction by 83.8%. While the other 16.2% was affected by other factors. It could be seen that assertive discipline possesses dominant effect on gadget addiction

Perceptions of Missouri Public School Early Childhood Teachers and Administrators in Regard to Technology and Current Practices

The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze & Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood

Young Children (0-8) and Digital Technology - A qualitative study across Europe

It only takes witnessing a few interactions within modern western families to realize how much the experience of childhood has changed. The change comes from different winds blowing on today’s families’ time but certainly, the use of digital technologies peaks out and its impacts on childhood, education, learning and safety has been at question over the last years. Since a very early age, video watching and gaming on a variety of internet-connected devices are among children's favourite activities. Parents see digital technologies as positive and unavoidable, if not necessary, but at the same time, find managing their use challenging. They perceive digital technologies as something that needs to be carefully regulated and controlled. They would appreciate advice on fostering children’s online skills and safety. The document reports on results of a cross-national analysis building on data coming from 234 family interviews with both children and parents, carried out from September 2014 until April 2017 in 21 countries. It exposes the key findings regarding first children’s usage, perceptions of the digital technologies and their digital skills in the home context but also on parents’ perceptions, attitudes, and strategies. Beside the cross-national analysis, a dedicated section provides contextualized snapshots of the study results at national level. It then takes a close up on 38 families in seven countries in which researchers came for a second interview distant of one year in which they focused on monitoring change of context, children and parents’ perceptions, attitudes, and strategies over time. Conclusion reflect on the potential benefits, risks and consequences associated with their (online) interactions with digital technologies and provide recommendations to policymakers, industry, parents and carers.JRC.E.3-Cyber and Digital Citizens' Securit

Parents’ perceptions over the use of New Technologies in Education

This article analyses parents' views on the role that Information and Communication Technology (ICT) plays in the context of pedagogy. It also refers to parents' beliefs, fears and expectations towards new technologies. It uses data that were collected from primary schools and kindergartens of the region of Eastern Macedonian and Thrace in Greece. 1450 parents participated in this research, 869 were from primary schools and 581 from kindergartens.  The results showed that parents (both from primary school and kindergarten) believe that new technologies help their children in the learning process and they believe that new technologies are beneficial for their children. Despite the fact that parents accept new technologies in their children's lives only for educational purposes, they don't want their children to spend a lot of time on the computer, because they are afraid that their children will not be able to socialize properly