Today, children are growing up surrounded by versatile digital technologies [1,2], and at an early age, children start to form conceptions of how these technologies work and their basic capabilities [3]. Therefore, teaching children about digital technologies should consider children's initial mental models of the technologies [4], as well as the role the technologies play in children's everyday experiences [5]. This paper explores five-to seven-year-old children's concepts of computers, code, and the Internet. The rationale behind focusing on these concepts is grounded on the changed nature of children's digital lifeworlds and recent curricular reforms. Computers that once were clumsy stand-alone machines have transformed into ubiquitous technologies, such as mobile devices (i.e., tablets and smartphones) and computer-integrated household devices (i.e., washing machines, refrigerators, and toys). Thus, it is important to study whether and how this development is reflected in children's concepts of computers. Additionally, whereas once games and movies were bought or rented from specialty stores, today they are downloaded, played, and watched online [1,2]. In other words, as the Internet is one of the meaningful life-worlds of 21 stcentury children, it is important to deepen our understanding of how they conceptualize this environment. Last, the "learning to code" agenda was recently introduced in school curricula across Western contexts [5,6]. The pedagogics of elementary programming for young children are in the emerging stage [5,7], and to develop appropriate and research-based methods, up-to-date knowledge of children's initial concepts of code and programming is needed. These three concepts should be examined within the same study because thus far, children's conceptions of these concepts have been studied separately. As children's concepts of computers, code, and the Internet appear to be deeply intertwined, this division is artificial. This viewpoint is well illustrated when papers by Edwards et al. [8], Robertson et al. [9], and Sheehan [10] are compared. In all these papers, children expressed that they watched videos and played games when they used computers. However, in Edwards et al.'s [8] study, these activities were categorized as conceptions of the Internet, whereas Robertson et al. [9] classified these activities as children's conceptions of computers, and Sheehan [10] classified these activities as children's conceptions of computer programs. It appears that the research objective-not the content of children's answers-determines how the information is interpreted and categorized. More holistic approaches-such as the one used in this study-are needed to better understand children's conceptions.
There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers' beliefs are shaped by macroand micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed. Highlights First review study on early childhood teachers' beliefs about technology integration (TI) First review study to map the contextual factors behind teachers' beliefs in TI Broadens the pedagogical perspective to teachers' beliefs in TI-context Identifies macro-and micro-contextual factors that shape teachers' beliefs about TI
The aim of this study was to explore the kinds of toy preferred by 6-8-year-old children, asking: how, and on what basis, do children rationalize their preferences for particular toys? Data was collected by interviewing children in their homes. Children chose 8 toys from a tailored catalog and explained why they wanted those particular items. Toys were analyzed with the aid of a framework designed to test their functional manipulation potential. The children's reasoning was analyzed by means of inductive content analysis. Two kinds of values were found: 1.) those which reside in the toy itself; and 2.) those which children give to toys. Sub-categories relating to material, social, and personal values were identified from the given values. The present paper deepens knowledge of the value of toys not only as playthings but also as cultural artifacts which children use as one form of their voice.
This paper explores five- to seven-year-old children’s concepts of computers, code, and the Internet
Digital technologies in early childhood education-A frame analysis of preservice teachers' perceptions. Early Child Development and Care.
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