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Author: Sarika Kewalramani Publisher: Taylor & Francis ISBN: 1000859894 Category : Education Languages : en Pages : 185
Book Description
This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play to better serve its end users. The book brings together research from across three different countries: Australia, Norway and England. It offers tangible examples of how one can use IoToys to build children’s social skills, emotional intelligence, sense of achievement, collaboration and aspects of STEM and design play thinking processes. The learning stories of children’s IoToys play will deliver a comprehensive review of how practitioners and parents can come together to build communities of practice for (re)enhancing children’s learning and growth using evolving technology-based play and engage in paradigmatic debates. Readers as a result will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives. The book will be a valuable resource for any academic or practitioner just beginning to understand the complexities and success stories of integrating IoToys for children’s playful learning.
Author: Sarika Kewalramani Publisher: Taylor & Francis ISBN: 1000859894 Category : Education Languages : en Pages : 185
Book Description
This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children’s play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play to better serve its end users. The book brings together research from across three different countries: Australia, Norway and England. It offers tangible examples of how one can use IoToys to build children’s social skills, emotional intelligence, sense of achievement, collaboration and aspects of STEM and design play thinking processes. The learning stories of children’s IoToys play will deliver a comprehensive review of how practitioners and parents can come together to build communities of practice for (re)enhancing children’s learning and growth using evolving technology-based play and engage in paradigmatic debates. Readers as a result will better appreciate the growth in pragmatic applications of technologies together with theoretical perspectives. The book will be a valuable resource for any academic or practitioner just beginning to understand the complexities and success stories of integrating IoToys for children’s playful learning.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 1668474697 Category : Education Languages : en Pages : 1144
Book Description
In today’s digital world, it is critical to ensure technology is utilized appropriately and best practices for adoption are continuously updated, particularly when it comes to education. New technologies provide myriad opportunities for improvement within early childhood development; however, further study is required to fully understand the different tactics and strategies. The Research Anthology on Early Childhood Development and School Transition in the Digital Era considers how technology can assist with the development of young children and identifies different technologies that should be utilized within education for the benefit of students. Covering key topics such as instructional design, learning, literacy, and technology, this major reference work is ideal for administrators, principals, researchers, scholars, practitioners, academicians, instructors, and students.
Author: Papadakis, Stamatios Publisher: IGI Global ISBN: 1799867196 Category : Education Languages : en Pages : 651
Book Description
Over the last few years, increasing attention has been focused on the development of children’s acquisition of 21st-century skills and digital competences. Consequently, many education scholars have argued that teaching technology to young children is vital in keeping up with 21st-century employment patterns. Technologies, such as those that involve robotics or coding apps, come at a time when the demand for computing jobs around the globe is at an all-time high while its supply is at an all-time low. There is no doubt that coding with robotics is a wonderful tool for learners of all ages as it provides a catalyst to introduce them to computational thinking, algorithmic thinking, and project management. Additionally, recent studies argue that the use of a developmentally appropriate robotics curriculum can help to change negative stereotypes and ideas children may initially have about technology and engineering. The Handbook of Research on Using Educational Robotics to Facilitate Student Learning is an edited book that advocates for a new approach to computational thinking and computing education with the use of educational robotics and coding apps. The book argues that while learning about computing, young people should also have opportunities to create with computing, which have a direct impact on their lives and their communities. It develops two key dimensions for understanding and developing educational experiences that support students in engaging in computational action: (1) computational identity, which shows the importance of young people’s development of scientific identity for future STEM growth; and (2) digital empowerment to instill the belief that they can put their computational identity into action in authentic and meaningful ways. Covering subthemes including student competency and assessment, programming education, and teacher and mentor development, this book is ideal for teachers, instructional designers, educational technology developers, school administrators, academicians, researchers, and students.
Author: Vina Adriany Publisher: Taylor & Francis ISBN: 1040086489 Category : Education Languages : en Pages : 133
Book Description
Adriany explores gender discourses in early childhood education in Indonesia, as well as how teachers and children are engaged in the process of constructing, negotiating, and resisting dominant gender discourses in kindergartens. Using an ethnographic approach, Adriany explores how both the teachers and children are doing and undoing their gender. She adopts feminist poststructuralist and postcolonial theories through her research and, in that context, views gender as something fluid and unfixed. The book also investigates the methodological aspect where the authors have both an inside and outside perspective. Each chapter aims to present and complicate the taken-for-granted practices in kindergartens that relate to how gender and power are constructed. The findings of this book show the extent to which early childhood education becomes a space for the teachers and children to construct, negotiate, as well as resist dominant gender discourses in kindergartens. Offering insights into local and global contexts that shape gender values in early years, this book will be a valuable reference for researchers, scholars, and students in early childhood education, gender studies, and comparative education.
Author: Marilyn Fleer Publisher: Cambridge University Press ISBN: 1009053167 Category : Education Languages : en Pages : 301
Book Description
Play is crucial to the learning and development of children in the early years. The third edition of Play in the Early Years is a comprehensive introduction to the theory and practice of play for children from birth to 8 years old. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into early years settings and primary classrooms. This edition features a new chapter on conceptual playworlds, which demonstrates what conceptual playworlds look like to infants and toddlers, pre-schoolers, and children transitioning into school. The text features classroom vignettes and photographs designed to help students connect theory to practice, and reflection questions and research activities encourage in-depth reflection and extend learning. Highly regarded by early childhood researchers and practitioners alike, Play in the Early Years remains an essential resource for pre-service students.
Author: Christine Stephen Publisher: Routledge ISBN: 042981500X Category : Education Languages : en Pages : 140
Book Description
Technologies are a pervasive feature of contemporary life for adults and children. However, young children’s experiences with digital technologies are often the subject of polarised debate among parents, educators, policymakers and social commentators, particularly since the advent of tablets and smartphones changed access to the Internet and the nature of interactions with digital resources. Some are opposed to children’s engagement with digital resources, concerned that the activities they afford are not developmentally appropriate, limit physical activity and restrict the development of social skills. Others welcome digital technologies which they see as offering new and enhanced ways of learning and sharing knowledge. Despite this level of popular and policy interest in young children’s interactions with digital technologies our understanding of the influence of these technologies on playing and learning, and on the role of educators, has remained surprisingly limited. The contributions to this book fill in the gaps of our existing understanding of the field. They focus on children and families from Australia to England to Estonia, the how and why of encounters with digital technologies, the nature of digital play and questions about practice and practitioners. The book raises critical questions and offers new understandings and theoretical insights around one of the ‘hot topics’ in early years research. This book was originally published as a special issue of the Early Years journal.
Author: Nóirín Hayes Publisher: Taylor & Francis ISBN: 1000642232 Category : Education Languages : en Pages : 245
Book Description
The influence of Urie Bronfenbrenner’s model of development has been extensive in different areas of developmental science and education, and it continues to inform contemporary research and practice in many fields, including early childhood education. This book presents a comprehensive introduction to Bronfenbrenner’s model of development in reference to early childhood education. It draws on practice-based research to identify and animate key elements of the model impacting on early educational pedagogy and practice. This new and revised second edition identifies and explores the key elements of Bronfenbrenner’s model by referring to contemporary understandings of how children learn. It also includes a new chapter which considers repositioning early childhood education settings as interactive, relational spaces and provides a broader focus on the concept of transitional experiences in children’s daily lives. Along with new content on leadership and associated roles and practices in early childhood education, this book illustrates how Bronfenbrenner’s model can help bring quality to early learning environments and show how it can be incorporated into daily work with young children through vignettes, case studies and examples of good practice. Introducing Bronfenbrenner serves as an ideal read for professionals around the world working with children in early childhood settings, and students training to become early childhood professionals at degree level on undergraduate programmes, as part of vocational training or as part of continuous professional development.
Author: Blake, Sally Publisher: IGI Global ISBN: 1613503180 Category : Education Languages : en Pages : 401
Book Description
Children experience technology in both formal and informal settings as they grow and develop. Despite research indicating the benefits of technology in early childhood education, the gap between parents, teachers, and children continues to grow as our new generation of children enters early childhood classrooms. Child Development and the Use of Technology: Perspectives, Applications and Experiences addresses major issues regarding technology for young children, providing a holistic portrait of technology and early childhood education from the views of practitioners in early childhood education, instructional design technology, special education, and mathematics and science education. Consisting of fifteen chapters developed by multidisciplinary teams, this book includes information, advice, and resources from practitioners, professionals, and university faculty engaged in early childhood education and instructional design technology.
Author: Sandra Webster Publisher: Taylor & Francis ISBN: 1003825621 Category : Education Languages : en Pages : 154
Book Description
Introducing a new model of family–school partnership, entitled ‘Pathways to Partnership’, Sandra presents a template to teachers and school leaders for developing authentic, genuine family–school partnerships that reflect contemporary global thinking and practice. She offers a new perspective on the family–school partnership, and provides support and guidance to school leaders to move away from outdated but ingrained approaches to more effective family–school partnerships. Globally, schools are becoming less an education centre and more of a hub that integrates health and social services. With this change, the way schools regard family involvement has also shifted, with family involvement being viewed as a strategically critical role. This shift has been influenced not just by the recent pandemic, but also by the global trend towards decentralisation and democratisation of the decision-making power in schools, in which parent empowerment is implicit. However, many schools have not followed a modern engagement model in the way they approach partnership with the family, and still espouse approaches that are school centric and outdated in their orientation. Pathways to Partnership helps move leaders from ‘talking to’, towards ‘learning with’ parents. Using case studies and the voices of parents and teachers to bring the content to life, Sandra provides strategies for school leaders and teachers to use to establish contemporary partnerships with families, ones that reflect current thinking that leads schools into authentic collaboration with their most important partners.
Author: Sarika Kewalramani
Author: Sarika Kewalramani
Author: Management Association, Information Resources
Author: Papadakis, Stamatios
Author: Vina Adriany
Author: Nikolai Veresov
Author: Marilyn Fleer
Author: Christine Stephen
Author: Nóirín Hayes
Author: Blake, Sally
Author: Sandra Webster