Computer Use within a Play-Based Early Years Curriculum

Autor/inn/en	Howard, Justine; Miles, Gareth E.; Rees-Davies, Laura
Titel	Computer Use within a Play-Based Early Years Curriculum
Quelle	In: International Journal of Early Years Education, 20 (2012) 2, S.175-189 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2012.715241
Schlagwörter	Computer Literacy; Computers; Play; Preschool Children; Information Technology; Computer Use; Computer Uses in Education; Foreign Countries; Semi Structured Interviews; Early Childhood Education; Learner Engagement; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Computerkenntnisse; Digitalrechner; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Informationstechnologie; Computernutzung; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10