Description
This presentation discusses how early years practitioners manage digital technology to enhance or challenge digital access and socio-emotional experiences for children. Practitioner perceptions of digital learning opportunities are explored to identify pedagogical shifts and expectations to determine digital ‘intent’ and ‘use’. Marsh & Bishop (2013), Levin (2013) and Rubin(2014) document the changing digital world and how adults need to be skilled and digitally competent to support children. Bowlby’s research on attachment and Bronfenbrenner’s Ecological System offer frameworks to inform practitioner influence upon the child’s socio-emotional development during digital exploration.| Period | 22 Jun 2017 |
|---|---|
| Event title | OMEP World Assembly and International Conference |
| Event type | Conference |
| Location | Zagreb, Croatia |
| Degree of Recognition | International |
Documents & Links
Related content
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Research Outputs
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Children’s Self-determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices
Research output: Book/Report › Book › peer-review
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Activities
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In and out the digital worlds. Hybrid-transitions as a space for children’s agency: a case-study from a pre-kindergarten in Boston
Activity: Academic Talks or Presentations › Oral presentation › Research