Quality Matters in Early Childhood Education and Care: Finland 2012

Taguma, Miho; Litjens, Ineke; Makowiecki, Kelly

doi:10.1787/9789264173569-en

Cited by 45 publications

(25 citation statements)

References 9 publications

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“…Policymakers are increasingly recognizing the importance of the early environment and provision for children's broad development (Sylva & Pugh, 2005;Taggart, Sylva, Melhuish, Sammons, & Siraj, 2015;Taguma, Litjens, & Makowiecki, 2012). Recent statistics show 96% of 4-year-olds in the United Kingdom access some form of government funded childcare or early education (Childcare and Early Years Survey of Parents in England, 2017).…”

Section: Main Findings and Implicationsmentioning

confidence: 99%

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Spreckelsen

Dove

Coolen

et al. 2019

Mind Brain and Education

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Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.

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Section: Main Findings and Implicationsmentioning

confidence: 99%

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Spreckelsen

Dove

Coolen

et al. 2019

Mind Brain and Education

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show abstract

“…Research‐based knowledge of how children perceive ubiquitous computing and IoT also has notable pedagogical value. The importance of supporting young children’s digital literacy has been addressed by various stakeholders, including scholars (Marsh, ); global agents, such as the Organisation for Economic Co‐operation and Development (Taguma, Makowiecki, & Litjens, ); and national educational administrations (Finnish National Agency for Education, ). As the pedagogics of early years digital literacy education are in the emerging stage (Edwards, Mantilla, et al , ; Salomaa & Mertala, ), the development of appropriate and research‐based methods requires up‐to‐date knowledge of children’s initial understanding of ubicomp and IoT.…”

Section: Introductionmentioning

confidence: 99%

Young children’s perceptions of ubiquitous computing and the Internet of Things

Mertala¹

2019

Brit J Educational Tech

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Ubiquitous computing (ubicomp) and the Internet of things (IoT) are turning into everyday household technology at an ever‐increasing pace, for example, in the form of connected toys. However, while ubicomp and IoT are changing and shaping children’s digital and technological landscape, not much is known about how children perceive these omnipresent and concealed forms of digital technology. This qualitatively oriented paper explores 3‐ to 6‐year‐old Finnish children’s perceptions of ubicomp and IoT via interviews and a design task. Initially, the children were skeptical toward the idea that tangible objects, such as toys, could be computer and/or Internet enabled. However, these perceptions were subject to change when children were introduced to a scientific conception of what computers and the Internet are and asked to apply their knowledge to a technological design task. Implications for early years digital literacy education are discussed in the paper.

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“…The most universal contextual factor is pro-technology zeitgeist, which refers to an inherent positivity that has become an all-encompassing feature of discourses regarding educational technology on a global scale (Selwyn, 2011). For years, international stakeholders, such as the Organization for Economic Cooperation and Development, have been recommending equipping ECE centers with technology (Taguma, Litjens, & Makowiecki, 2012), and these suggestions have effected national policies: According to one study (ST-14), successive United Kingdom governments have propagated a pro-technology ideology that "e is best" for learning, and that this hegemonic dogma could be identified from teachers' educational beliefs, which were profoundly positive. Similarly, it was reported (ST-24) that preschools in Sweden are increasingly investing in technology as one possible solution to their educational dilemmas which also indicates trust in the positive effects of technology integration.…”

Section: Contextual Factors Shaping Teachers' Beliefsmentioning

confidence: 99%

Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

Mertala¹

2019

Preprint

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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 macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

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Quality Matters in Early Childhood Education and Care: Finland 2012

Cited by 45 publications

References 9 publications

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy

Young children’s perceptions of ubiquitous computing and the Internet of Things

Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

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