scholarly journals A Study on the Perception and Need of Early Childhood Education Field on Authentication of Teaching Materials and Implements for Young Children

2014 ◽  
Vol 15 (2) ◽  
pp. 793-800 ◽  
Author(s):  
Young-Sik Kang ◽  
Jung-Hwan Park
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching Materials ◽  
Childhood Education ◽  
Education Field

scholarly journals Use Of Augmented Reality As A Learning Media In Early Childhood Education Solideo Perumnas I Jayapura

2020 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Remuz Kmurawak ◽  
Diana Setyaningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Augmented Reality ◽  
Young Children ◽  
Mobile Phone ◽  
Learning Process ◽  
Teaching Materials ◽  
Face To Face ◽  
Childhood Education

Learning media for young children is a tool used to introduce the theme as teaching materials or what is often called the curriculum for early childhood. The more sense tools are involved in the learning process, the more likely the child understands the information presented by the teacher. Recently, learning media still uses face to face methods or books. Meanwhile, early childhood is easily bored and more interested in new things. This research aims to develop a Learning media that used to introduce animals using Augmented Reality (AR) so that children can know the environment and food needed by the introduced animal. 83% of teachers and 91% of students enjoy using the application in animal recognition. KEYWORDS    Learning Media, Animal Recognition, Augmented Reality, Mobile Phone

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

iPods, Internet and Apps, Oh My

2013 ◽  
pp. 1650-1668
Author(s):  
Sally Blake ◽  
Denise L. Winsor ◽  
Candice Burkett ◽  
Lee Allen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Appropriate Technology ◽  
Design And Technology ◽  
Childhood Education ◽  
Beliefs About Technology ◽  
Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

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