The early years technological landscape: reflecting on digital childhoods for pedagogic planning

Research output: Contribution to conferencePaper

Abstract

This paper focuses on technology use in early childhood: how we define new technologies; how technologies are shaping childhoods; and what we mean by play with technologies. We describe the contemporary landscapes, that have the potential to enrich children’s early experiences. We build on ecological explorations of technology use in the early years (Arnott, 2016); broadening understandings of technologies (Bers and Horn, 2010; Livingstone et al., 2015) and a decade-long progression of work on play in the digital age (Yelland, 1999; 2011). We adopt a framework of cultural capital (Bourdieu 1993, 1998) which postulates that educational centres play a critical and increasingly pervasive role in perpetuating the advantage of specific knowledge and skills that are valued by society across generations. The empirical elements of the paper used participant observation to create narratives of everyday practice (Mikos cited in Struppert 2011). Appropriate ethical consents were obtain and data disseminated in line with the EECERA Ethical Code (2015). The paper present three findings. We suggest that definitions of ‘new technologies’ must move beyond screen-based media to authentically capture their place in children’s lives (Arnott, 2017). We argue that the multifaceted nature of technologies is altering the ways in which children learn (Karagiannidou 2017). We conclude with empirical examples of this shift in the learning process to describe how the nature of children’s play has become multimodal (Yelland and Gilbert 2017). The paper provides a theoretical foundation within which to position explorations of children’s use of new technologies as part of digital childhoods.

Conference

Conference27th European Early Childhood Educational Research Association Conference
Abbreviated titleEECERA 2017
CountryItaly
CityBologna
Period30/08/171/09/17
Internet address

Fingerprint

pedagogics
childhood
planning
new technology
cultural capital
educational institution
participant observation
learning process
narrative
experience

Keywords

  • early childhood
  • technologies
  • play
  • ecological explorations
  • digital age

Cite this

Arnott, L., Karagiannidou, E., & Yelland, N. (2017). The early years technological landscape: reflecting on digital childhoods for pedagogic planning. Paper presented at 27th European Early Childhood Educational Research Association Conference , Bologna , Italy.
Arnott, Lorna ; Karagiannidou, Eleni ; Yelland, Nicola . / The early years technological landscape : reflecting on digital childhoods for pedagogic planning. Paper presented at 27th European Early Childhood Educational Research Association Conference , Bologna , Italy.
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Arnott, L, Karagiannidou, E & Yelland, N 2017, 'The early years technological landscape: reflecting on digital childhoods for pedagogic planning' Paper presented at 27th European Early Childhood Educational Research Association Conference , Bologna , Italy, 30/08/17 - 1/09/17, .

The early years technological landscape : reflecting on digital childhoods for pedagogic planning. / Arnott, Lorna; Karagiannidou, Eleni; Yelland, Nicola .

2017. Paper presented at 27th European Early Childhood Educational Research Association Conference , Bologna , Italy.

Research output: Contribution to conferencePaper

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T1 - The early years technological landscape

T2 - reflecting on digital childhoods for pedagogic planning

AU - Arnott, Lorna

AU - Karagiannidou, Eleni

AU - Yelland, Nicola

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N2 - This paper focuses on technology use in early childhood: how we define new technologies; how technologies are shaping childhoods; and what we mean by play with technologies. We describe the contemporary landscapes, that have the potential to enrich children’s early experiences. We build on ecological explorations of technology use in the early years (Arnott, 2016); broadening understandings of technologies (Bers and Horn, 2010; Livingstone et al., 2015) and a decade-long progression of work on play in the digital age (Yelland, 1999; 2011). We adopt a framework of cultural capital (Bourdieu 1993, 1998) which postulates that educational centres play a critical and increasingly pervasive role in perpetuating the advantage of specific knowledge and skills that are valued by society across generations. The empirical elements of the paper used participant observation to create narratives of everyday practice (Mikos cited in Struppert 2011). Appropriate ethical consents were obtain and data disseminated in line with the EECERA Ethical Code (2015). The paper present three findings. We suggest that definitions of ‘new technologies’ must move beyond screen-based media to authentically capture their place in children’s lives (Arnott, 2017). We argue that the multifaceted nature of technologies is altering the ways in which children learn (Karagiannidou 2017). We conclude with empirical examples of this shift in the learning process to describe how the nature of children’s play has become multimodal (Yelland and Gilbert 2017). The paper provides a theoretical foundation within which to position explorations of children’s use of new technologies as part of digital childhoods.

AB - This paper focuses on technology use in early childhood: how we define new technologies; how technologies are shaping childhoods; and what we mean by play with technologies. We describe the contemporary landscapes, that have the potential to enrich children’s early experiences. We build on ecological explorations of technology use in the early years (Arnott, 2016); broadening understandings of technologies (Bers and Horn, 2010; Livingstone et al., 2015) and a decade-long progression of work on play in the digital age (Yelland, 1999; 2011). We adopt a framework of cultural capital (Bourdieu 1993, 1998) which postulates that educational centres play a critical and increasingly pervasive role in perpetuating the advantage of specific knowledge and skills that are valued by society across generations. The empirical elements of the paper used participant observation to create narratives of everyday practice (Mikos cited in Struppert 2011). Appropriate ethical consents were obtain and data disseminated in line with the EECERA Ethical Code (2015). The paper present three findings. We suggest that definitions of ‘new technologies’ must move beyond screen-based media to authentically capture their place in children’s lives (Arnott, 2017). We argue that the multifaceted nature of technologies is altering the ways in which children learn (Karagiannidou 2017). We conclude with empirical examples of this shift in the learning process to describe how the nature of children’s play has become multimodal (Yelland and Gilbert 2017). The paper provides a theoretical foundation within which to position explorations of children’s use of new technologies as part of digital childhoods.

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Arnott L, Karagiannidou E, Yelland N. The early years technological landscape: reflecting on digital childhoods for pedagogic planning. 2017. Paper presented at 27th European Early Childhood Educational Research Association Conference , Bologna , Italy.