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

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

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

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

Seven myths about young children and technology

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

Developing Children's Creativity Through the TikTok Social Media Platform

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. 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