Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

The purpose of this study was to assess the educators’ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educators’ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations. L’objectif de cette étude était d’évaluer les points de vue des éducateurs relatifs à l’introduction de la technologie informatique dans un milieu d’éducation des jeunes enfants. Cinquante éducateurs de la petite enfance ont complété une enquête et ont participé aux sessions de groupes de discussion. La recherche a trouvé des correspondances entre les données des enquêtes individuelles et les discussions de groupe. Les données qualitatives ont permis une meilleure connaissance des enjeux auxquels sont confrontés ces éducateurs. Des analyses thématiques des discussions de groupe ont révélé que plusieurs des préoccupations des éducateurs portaient sur l’effet de la technologie sur les éducateurs eux-mêmes et, en deuxième lieu, sur l’influence des ordinateurs sur les élèves et les parents. Tout en indiquant qu’ils appuyaient globalement l’intégration des ordinateurs, les éducateurs ont également identifié des préoccupations et des limites importantes

Innovative Teaching and Digital Literacy in Preschool. App Content Analysis and Experimental Case Studies in a Sociological Perspective

The objective of this article is to illustrate, from the theoretical and methodological perspective, the construction of an experimental process of a “digital education app” in several preschools in the municipality of Rome. The general objective the project fits into is related to a sociological analysis, based on the relationship between theory and empirical research, of the effects of introducing digital media into preschool didactics. Preschools are a privileged site for observing and analyzing the formation and development of children’s capabilities (Nussbaum, 2000), since the plasticity of the child’s thought begins to be configured as early as preschool and evolves progressively taking into account the perceptive, sociocultural and behavioural conditions emerging from different educational agencies (Piaget, Inhelder, 1950). The article refers to the research project of the Mediamonitor Minori Observatory of the Sapienza University of Rome entitled “Media Usage in Pre-school. Analysis and Evaluation of the Influence of Digital Media on the Socialization of Children between 0-6”. The article retraces in particular the stages of the research strategy designed to structure a formative, experimental protocol to be experimented in some case studies in Rome and illustrates the main results

Culture and Learning

Ensuring "the development of the child ... to the maximum extent possible" is part of every child’s rights under the UN Convention on the Rights of the Child. But to what extent is "development" a cultural process that varies between societies, or a natural process that is the same for all children? This edition of Early Childhood in Focus addresses the major policy questions surrounding the place of culture in early childhood programmes, and how to promote development and learning while respecting cultural diversities. Published in collaboration with the Open University, the ECiF series provides clear reviews of research on key policy and practice issues intended to be of value to policy makers and advocates for the rights of children

The influence of the food environment on overweight and obesity in young children : a systematic review

The increasing prevalence of childhood obesity has led to interest in its prevention, particularly through school-based and family-based interventions in the early years. Most evidence reviews, to date, have focused on individual behaviour change rather than the ‘obesogenic environment’. This paper reviews the evidence on the influence of the food environment on overweight and obesity in children up to 8 years. Electronic databases (including MEDLINE, EMBASE, Cochrane Controlled Trials Register (CCTR), DARE, CINAHL and Psycho-Info) and reference lists of original studies and reviews were searched for all papers published up to 31 August 2011. Study designs included were either population-based intervention studies or a longitudinal study. Studies were included if the majority of the children studied were under 9 years, if they related to diet and if they focused on prevention rather than treatment in clinical settings. Data included in the tables were characteristics of participants, aim, and key outcome results. Quality assessment of the selected studies was carried out to identify potential bias and an evidence ranking exercise carried out to prioritise areas for future public health interventions. Thirty-five studies (twenty-five intervention studies and ten longitudinal studies) were selected for the review. There was moderately strong evidence to support interventions on food promotion, large portion sizes and sugar-sweetened soft drinks. Reducing food promotion to young children, increasing the availability of smaller portions and providing alternatives to sugar-sweetened soft drinks should be considered in obesity prevention programmes aimed at younger children. These environment-level interventions would support individual and family-level behaviour change

Construction of early childhood and ECCD service provisioning in India

There has been a growing recognition among scholars in childhood studies that childhood is a social construction. Several historical and cross-cultural studies conducted across the world validate this argument, and whereby explains the variability that exist in the descriptions of childhood. These constructions not only differ at the cultural or temporal level, they also differ at the individual or institutional level. In a contemporary society, individuals, professionals, service institutions and policy communities – all construct their own version of childhood based on their subjective understandings, experiences and theoretical perspectives. At the policy level, therefore, these constructions have a significant role to play in the designing of services, institutions and pedagogy for early childhood intervention. This paper critically examines the model of early childhood constructed in the policy provisioning of early childhood care and development (ECCD) in India. Drawing on literatures mostly from the Euro-American context, at the outset, the paper elaborates the shift that took place in the ontology of children. The distinctions between child development theories, which chiefly inform the policy community, and the social constructionist approach, which is considered as an alternative, are then analyzed as central to early childhood service provisioning. The paper problematizes the policy documents, while doing so, it picks up few key issues and (re)open up the debates on ‘developmentally appropriate practices’ and ‘play-based education’. The paper concludes by suggesting that oversubscription of child development theories or total obscurity of social constructionist perspectives not augurs well for policy formulation. Further it stresses that there is a need to understand what children’s lived experiences are in the early childhood institutions, what parental constructions are on early childhood service provisioning and, how that can be incorporated to establish clear policy goals

Prospective study of family adversity and maladaptive parenting in childhood and borderline personality disorder symptoms in a non-clinical population at 11 years

Background Retrospective studies have consistently indicated an association between maladaptive parenting and borderline personality disorder (BPD). This requires corroboration with prospective, longitudinal designs. We investigated the association between suboptimal parenting and parent conflict in childhood and BPD symptoms in late childhood using a prospective sample. Method A community sample of 6050 mothers and their children (born between April 1991 and December 1992) were assessed. Mothers' family adversity was assessed during pregnancy and parenting behaviours such as hitting, shouting, hostility and parent conflict across childhood. Intelligence quotient (IQ) and DSM-IV Axis I diagnoses were assessed at 7–8 years. Trained psychologists interviewed children at 11 years (mean age 11.74 years) to ascertain BPD symptoms. Results After adjustment for confounders, family adversity in pregnancy predicted BPD probable 1 to 2 adversities: odds ratio (OR)=1.34 [95% confidence interval (CI) 1.01–1.77]; >2 adversities: OR 1.99 (95% CI 1.34–2.94) and definite 1 to 2 adversities: OR 2.48 (95% CI 1.01–6.08) symptoms. Each point increase in the suboptimal parenting index predicted BPD probable: OR 1.13 (95% CI 1.05–1.23) and definite: OR 1.28 (95% CI 1.03–1.60) symptoms. Parent conflict predicted BPD probable: OR 1.19 (95% CI 1.06–1.34) and definite: OR 1.42 (95% CI 1.06–1.91) symptoms. Within the path analysis, the association between suboptimal parenting and BPD outcome was partially mediated by DSM-IV diagnoses and IQ at 7–8 years. Conclusions Children from adverse family backgrounds, who experience suboptimal parenting and more conflict between parents, have poor cognitive abilities and a DSM-IV diagnosis, are at increased risk of BPD symptoms at 11 years

Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to7 Years Old Children

The curriculum is organized in five different modules, with different focus. The first module is about Basic Concepts of Computational Thinking, presenting the foundations for the rest of the learning. The second module, on Computational Thinking with Block-Based and Text-Based Coding Environments, and the third module, on the Fundamentals of Physical Programming and CT with Robotic Activities, further expand the learning about computational thinking by providing information on the potential of preschool children for computational thinking and how this can be developed through different environments and tools. The fourth module changes the focus to planning and evaluating activities with children by presenting information on Designing Activities and Learning through Distance Education. This is the module that deals with the challenges and potential of distance education in Early Childhood Education, connecting practice with reflection and further learning for educators through self-evaluation and reflection. Finally, the fifth module, on Building Partnerships for Learning, looks at the development of digital skills for early age as a societal endeavour, supporting practitioners in identifying partners and initiatives as well as building communities that can leverage the educational offer. The whole curriculum was planned to provide knowledge and competences that support the development of a distance learning model reinforced with robotics for 3-7 years old children. But each module is a stand-alone learning opportunity based on the lesson plans, slides presentation and materials available. Interested users are also welcome to combine different modules into unique training experiences.info:eu-repo/semantics/publishedVersio