Difference between revisions of "Cohrssen2022"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=INCOLLECTION |
| − | | | + | |Author(s)=Caroline Cohrssen; |
|Title=Mathematics | |Title=Mathematics | ||
| − | | | + | |Editor(s)=Amelia Church; Amanda Bateman; |
|Tag(s)=EMCA; early childhood; teacher education; mathematics | |Tag(s)=EMCA; early childhood; teacher education; mathematics | ||
| − | | | + | |Key=Cohrssen2022 |
| − | |||
| − | |||
|Publisher=Cambridge University Press | |Publisher=Cambridge University Press | ||
|Year=2022 | |Year=2022 | ||
| + | |Language=English | ||
| + | |Address=Cambridge | ||
| + | |Booktitle=Talking with Children: A Handbook of Interaction in Early Childhood Education | ||
|Pages=227–246 | |Pages=227–246 | ||
| + | |URL=https://www.cambridge.org/core/books/abs/talking-with-children/mathematics/9371CE60C6956A4019630B292039D8A5 | ||
| + | |DOI=10.1017/9781108979764.012 | ||
| + | |Abstract=Early childhood educators are faced daily with supporting young children’s learning in educational environments that include digital technologies. This chapter first discusses what is currently known about young children’s use of digital technologies from health and educational perspectives. Specifically, this chapter shows how young children’s digital technology use in early childhood classrooms is influenced by a range of factors, such as access to digital technology and educator beliefs about the benefits of technology, and how to integrate digital technology in ways that align with early childhood pedagogy. Next, this chapter shows how educators and children engage with digital technologies through employing interactional practices that support inquiry-based learning, problem solving, and conceptual engagement, including digital and critical literacy skills. In this way, it highlights how teacher pedagogy-in-use makes possible children’s rich engagement with digital technologies. Finally, this chapter shows how these understandings are be applied by educators in their own practices. | ||
}} | }} | ||
Latest revision as of 13:31, 24 June 2025
| Cohrssen2022 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Cohrssen2022 |
| Author(s) | Caroline Cohrssen |
| Title | Mathematics |
| Editor(s) | Amelia Church, Amanda Bateman |
| Tag(s) | EMCA, early childhood, teacher education, mathematics |
| Publisher | Cambridge University Press |
| Year | 2022 |
| Language | English |
| City | Cambridge |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 227–246 |
| URL | Link |
| DOI | 10.1017/9781108979764.012 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Talking with Children: A Handbook of Interaction in Early Childhood Education |
| Chapter | |
Abstract
Early childhood educators are faced daily with supporting young children’s learning in educational environments that include digital technologies. This chapter first discusses what is currently known about young children’s use of digital technologies from health and educational perspectives. Specifically, this chapter shows how young children’s digital technology use in early childhood classrooms is influenced by a range of factors, such as access to digital technology and educator beliefs about the benefits of technology, and how to integrate digital technology in ways that align with early childhood pedagogy. Next, this chapter shows how educators and children engage with digital technologies through employing interactional practices that support inquiry-based learning, problem solving, and conceptual engagement, including digital and critical literacy skills. In this way, it highlights how teacher pedagogy-in-use makes possible children’s rich engagement with digital technologies. Finally, this chapter shows how these understandings are be applied by educators in their own practices.
Notes
