The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula

Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Susan; Wood, Elizabeth

doi:10.1080/19415257.2014.990579

Cited by 27 publications

(14 citation statements)

References 29 publications

(20 reference statements)

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“…A significant proportion of the apps that parents indicated their children had learned from revealed a focus on consuming premade content, or engaging with rules‐based games. These activities are contrary to Hirsh‐Pasek and Golinkoff's definition of play () and align more closely with newer conceptions of play such as Edwards, Nuttall, Mantilla, Wood and Grieshaber's notion of “digital play” () or Bird and Edwards () concept of “hybrid play,” where traditional play merges with digital activities in an integrated or “bidirectional” manner (p. 1115). In this way, play is not limited to the constraints of the app.…”

Section: Discussionsupporting

confidence: 52%

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Huber¹,

Highfield²,

Kaufman³

2018

Brit J Educational Tech

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Screen media occupy an increasing role in young children's play and learning environments. This paper advances the current discussion of the changing digital lives of children, with new insights of media use in the homes of Australian families (N = 406). Parents reported their child's technology ownership, engagement with traditional and new media, joint media engagement, as well as children's preferences and quantity of media use. From 2014 to 2017, cross‐sectional data were collected via media use questionnaire from families with a child 8 years of age or younger. Of all the media activities, children most frequently participated in reading (paper‐based or eBooks) and watching television. Children's touchscreen use indicated a variety of choices from the “digital toy box,” referring to the numerous apps available and their potential to serve as a medium for play. This data can inform policy and practice of researchers, educators and family engagement specialists and optimize early learning potential prior to formal schooling.

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Section: Discussionsupporting

confidence: 52%

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Huber¹,

Highfield²,

Kaufman³

2018

Brit J Educational Tech

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“…). Yet, early childhood educators, at the time of the present study, lacked the confidence and knowledge needed to use mobile media as a teaching tool in the classroom (Masoumi, 2015;Nuttall et al, 2015). Without a strong body of research, the screen time debate in the early childhood field cannot progress.…”

Section: Department Of Education 2010mentioning

confidence: 88%

“…Mobile media are beginning to be incorporated into early childhood education settings. Despite the creation of developmentally appropriate guidelines for using mobile media with young children (NAEYC & Fred Rogers Center, 2012), teachers lack in confidence and knowledge in how to incorporate mobile media in classroom settings (Masoumi, 2015;Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). Thus, research conducted to examine the efficacy of using mobile media as a tool in the classroom would require that the researcher give support to the teachers in order to ensure high fidelity in intervention provided to the children.…”

Section: Background Of the Studymentioning

confidence: 99%

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A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three-and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasiexperimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were Kushner, Stephanie Propst, Brooke Rusoff, Rachel Sherman, and Cathy Twyman for your professionalism, flexibility, and enthusiasm for assessment. In particular, thank you viii to Amanda Barnes, whose eagerness to learn about research was inspiring and who went above and beyond to ensure the quality of my data. I am forever grateful to my mentors, committee members, and UCF ECDE family. Thank you to Lap Nguyen, who embarked on this PhD journey with me and helped me to realize when it was time to take a break. I am grateful to Dr. Judit Szente who encouraged me to enroll in the PhD program, supported publication efforts, and was always willing to assist me. Thank you to Dr. Judy Levin who believed in me throughout my undergraduate, masters, and doctoral careers and who, despite being the hardest working person I know, was never too busy to listen. Thank you to Dr. Debbie Hahs-Vaughn for her expertise in statistics and always finding time to assist when I needed guidance. Thank you to Dr. Rex Culp for his encouragement and enthusiasm. Thank you to Dr. Laurie Campbell for being a wonderful mentor and support system. I would also like to thank Ms. Jill Goodman for providing expert advice on the apps chosen for this study and guiding me in the development of the iPad assessments and intervention plans. Finally, thank you to my chair, Dr. A...

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“…There are numerous studies that show the advantages of integrating ICT for learning social, artistic-creative, and technological skills in early childhood education [21,22], as well as in training and teachers' professional development of this educational level [23][24][25][26][27][28]. Despite the known educational value of the WQ and its usefulness in the operational and effective integration of ICT in education, this strategy, located in certain teaching-learning models, such as the TPACK (Technological Pedagogical Content Knowledge) model, continues to generate interest in higher education, and in the development and acquisition of the digital competence of the future teachers [29], in particular, in the training for the disciplinary field of social sciences (geography and history) [18,30].…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Sánchez

Eguizábal

2019

Sustainability

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Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

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The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula

Cited by 27 publications

References 29 publications

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Detailing the digital experience: Parent reports of children's media use in the home learning environment

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

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