10,465 research outputs found

    Already at a disadvantage? ICT in the home and children's preparation for primary school. (ICT Research Bursaries 2004 - Final Report)

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    The aim of this study is to investigate the impact of socio-economic disadvantage on pre-school children's development of competences in information and communications technologies (ICT). The study focuses on children's experiences of ICT in the home and in pre-school settings in the year before they begin formal education, and seeks to investigate concepts of advantage and disadvantage in this context. The study also aims to investigate teachers' perceptions of children's ICT competences on entry to school

    At home with the future : influences on young children's early experiences with digital technologies

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    Early years curricula encourage practitioners to build on children's home experiences. Research into the kinds of activities that young children engage in at home and considerations of how to link these to their experiences in pre-school settings can therefore make an important contribution to practice. This chapter, which draws on studies investigating young children's home experiences with digital technologies, seeks to identify some of the key factors that influence the nature and extent of these experiences. Although digital divides - reflecting classic social divisions of economic status, gender and ethnicity - have been extensively explored in order to understand the causes of inequalities in access to digital technologies, our research concluded that parental attitudes towards these technologies are more influential than economic disadvantage in determining young children's experiences. To explore this issue in greater detail, we have drawn on the concept of prolepsis, a key influence on parents' interactions with their children deriving from the projection of their memories of their own idealised past into the children's futures (Cole, 1996). Parents' assumptions, values and expectations are influenced by their past experiences, enacted in the present, and are then carried by their children into the future as they move from home to formal education. We argue that prolepsis has powerful explanatory force for understanding the kinds of decisions parents make about activities such as the extent to which children engage in technological play

    Stakeholders’ forum general report

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    School self-evaluation: a response to the Byron Review

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

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    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

    Seven myths about young children and technology

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    Parents and educators tend to have many questions about young children's play with computers and other technologies at home. They can find it difficult to know what is best for children because these toys and products were not around when they were young. Some will tell you that children have an affinity for technology that will be valuable in their future lives. Others think that children should not be playing with technology when they could be playing outside or reading a book

    How do boys and girls differ in their use of ICT?

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    Developing Children's Creativity Through the TikTok Social Media Platform

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    Stimulating children's creativity through social media is important by utilizing platforms that are relevant to their interests and daily interactions. This research aims to determine the benefits of using smartphone technology in stimulating creativity in early childhood through exploratory whipping activities. With the increasing adoption of technology into various aspects of life, including early childhood education, it is important to understand its positive and negative impacts. This research method uses a qualitative approach with a case study approach and focused observation on group B children at RA Al-Islam Petabumi, Seberida District, Indragiri Hulu Regency, Riau Province who are involved in TikTok exploration activities using smartphones. Data collection was carried out through direct observation, interviews, and field notes. This research shows that the use of smartphone technology, especially through applications such as TikTok, can trigger creativity in young children. By taking part in various creative content and challenges on TikTok, children can engage in a process of self-exploration that allows them to develop their creative skills. This shows that social media can be an effective tool for stimulating imagination and innovation in young children. Keywords: early childhood education, creativity, social media TikTok References: Adawiyah, D. P. R. (2020). Pengaruh Penggunaan Aplikasi TikTok Terhadap Kepercayaan Diri Remaja Di Kabupaten Sampang. In Jurnal Komunikasi. https://doi.org/10.21107/ilkom.v14i2.7504 Aditya, B. R., Andrisyah, Ismiatun, A. N., Atika, A. R., & Permadi, A. (2021). Digital disruption in early childhood education: A qualitative research from teachers’ perspective. 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(2019). ‘This is your brain on devices’: Media accounts of young children’s use of digital technologies and implications for parents and teachers. Contemporary Issues in Early Childhood, 22(3), 268–281. https://doi.org/10.1177/1463949119867400 Latifah, A. (2020). Peran Lingkungan Dan Pola Asuh Orang Tua Terhadap Pembentukan Karakter Anak Usia Dini. In (Japra) Jurnal Pendidikan Raudhatul Athfal (Japra). https://doi.org/10.15575/japra.v3i2.8785 Lestari, N. S., Zulkarnain, Z., & Prisuna, B. F. (2022). Meningkatkan Kreativitas Anak Usia Dini Melalui Strategi Menggambar Dari Angka Di Tk Tunas Bangsa. In Jea (Jurnal Edukasi Aud). https://doi.org/10.18592/jea.v8i1.6242 Literat, I., & Kligler-Vilenchik, N. (2023). TikTok as a Key Platform for Youth Political Expression: Reflecting on the Opportunities and Stakes Involved. In Social Media + Society. https://doi.org/10.1177/20563051231157595 Livingstone, S., Ólafsson, K., & Haddon, L. (2014). 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Technological Knowledge in Early Childhood Education: Provision by Staff of Learning Opportunities. In International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-019-09500-0 Supratman, S. H., Khuza’i, R., & Suhendi, H. (2022). Efektivitas Dakwah Melalui Media Sosial Tiktok Dalam Meningkatkan Nilai-Nilai Keberagamaan. In Jurnal Riset Komunikasi Penyiaran Islam. https://doi.org/10.29313/jrkpi.v2i1.748 Suryana, D., & Hijriani, A. (2021). Pengembangan Media Video Pembelajaran Tematik Anak Usia Dini 5-6 Tahun Berbasis Kearifan Lokal. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v6i2.1413 Thaharah, A., & Mayar, F. (2022). Dampak Game Online Terhadap Perkembangan Sosial Emosional Anak Usia Dini 5-6 Tahun Di Taman Kanak-Kanak Al-Mukhlisin Pasaman Barat. In Jce (Journal of Childhood Education). https://doi.org/10.30736/jce.v6i2.1110 Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. In Education and Information Technologies (Vol. 28, Issue 6). Springer US. https://doi.org/10.1007/s10639-022-11431-8 Wolfe, S., Rojek, J., McLean, K., & Alpert, G. (2020). Social Interaction Training to Reduce Police Use of Force. Annals of the American Academy of Political and Social Science, 687(1), 124–145. https://doi.org/10.1177/0002716219887366 Zaini, H., & Dewi, K. (2017). Pentingnya Media Pembelajaran Untuk Anak Usia Dini. In Raudhatul Athfal Jurnal Pendidikan Islam Anak Usia Dini. https://doi.org/10.19109/ra.v1i1.1489 &nbsp
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