Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo (original) (raw)
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Informatics in Education, 2016
The aim of this study is to investigate perceptions of parents in Croatia towards advantages and disadvantages of computer use in general as well as their children's computer use and to reveal parents' concerns and opinions about digital technology (DT) education in kindergarten. The paper reports on research findings from one of the large public kindergartens in the capital city of Croatia. A total of 152 parents of the children aged 3 to 7 enrolled at this early childhood education institution filled in the survey. Results show that although being very well equipped with digital technology hardware at home (99% of surveyed parents owns a computer, tablet or smartphone), parents feel anxious and are not always willing to allow their children to use DT. Results of our survey reveal young children's ability to use DT, but they also show that mere possession of DT at home and enabling children to use computers does not guarantee development of computer literacy and/or information literacy skills.
Parents’ Attitudes towards Digital Technology Use in Early Childhood
International Journal of Academic Research in Business and Social Sciences
The use of digital technology is significant in improving children's teaching and learning experiences. For their children to experience the enormous advantages of digital technology, parental involvement is deemed crucial. On that note, this study investigates parents' attitudes towards the advantages and disadvantages of digital technology during the early years. Also, this study examines the relationships between family monthly income and the parents' perceptions towards the use of digital technology. Using a simple random sampling technique, a total of 136 completed survey questionnaires were collected from parents whose children enrolled at formal early childhood education institutions in Malaysia. Descriptive analysis, reliability analysis and a one-way Analysis of Variance (ANOVA) were performed. The finding reveals that parents showed positive attitudes towards the use of digital technology in early childhood. Additionally, the study indicates that family monthly income did not influence the parents' attitudes towards the advantages and disadvantages of digital technology. Future research is suggested to include the involvement of preschool stakeholders in designing and managing educational materials for preschoolers.
THE PERSPECTIVE OF PRESCHOOL TEACHERS ON THE USE OF DIGITAL TECHNOLOGY
Rapidly developing digital technology has also entered educational settings. Teachers play a crucial role in using digital technology in education. This study aims to examine preschool teachers' views on using digital technology in early childhood learning settings in Turkey (N=43). Data were obtained qualitatively through closed and openended interview questions from teachers working in 16 different provinces of Turkey. Data were collected online with a semi-structured interview form. In the study, teachers' views on using digital technology in their homes and classrooms and the role of digital technology in preschool education were evaluated. The data obtained through the interview were analyzed by inductive analysis. As a result of the study, it was found that teachers possessed web-based technologies, and they mostly used smartphone applications (97.7%). On the other hand, they used digital technology less in their classrooms (48.8%); teachers generally used digital technology with their devices, such as smartphones. The findings on the use of digital technology in preschool education revealed that teachers grouped digital technology applications under four themes, teacher, education, program, and family involvement. Regarding teachers' views, the pros of digital technology are: it makes it easier to do their job (46.5%), facilitates learning in education (39.5%), facilitates the transfer of gains (41.9%), and facilitates communication with family (34.9%). On the other hand, teachers' views revealed some negativities regarding digital technology. In the 21 st century, where digital technology has become an indispensable element, it is considered necessary to provide children with the skills to use digital technology. Therefore the positive aspects of digital technology in education declared in teachers' statements are an important result of the research.
The use of digital technologies by preschool children influenced by their families
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The work deals with the use of digital technologies by preschool children infl uenced by their immediate families. In the study, we examine intentional and unintentional behavior of immediate family that causes the usage of digital technologies by their children, which at the same time leads to digital overconsumption and provokes several eff ects on them. The study aims to discover the reasons behind preschool children's digital overuse. This research also monitors the educational techniques parents apply to digital technologies inside the core family, specifi cally their children. The basis of the study is qualitative research carried out using the technique of semi-structured interviews with one of the family members-the mother. The research depicts three main categories: time spent on digital technologies by preschool children, reasons underlying the use and limit of digital technologies by preschool children, and family digital education.
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Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child’s early years can present conflict with parents, as the societal and economic demands of digitalized society for a child’s digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children’s technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; acco...
Parents' Views on the Use of Technology in the Early Childhood Period
Journal of Education and Training Studies, 4(12), 58-70, 2016
The main aim of this research is to examine parents' views on technology use in the early childhood period. Survey method was used in this research. The research population consists of the parents, whose children go to the preschool education institutions in Istanbul province. The research sample consists of 477 parents chosen by the random sampling method, who have children who go to 9 different preschool education institutions in the 2015-2016 spring semester, 3 of these schools being state schools and 6 private schools. The "Personal Information Form" developed by the researcher and the "Parents' Views on the Use of Technology by Children in the PreSchool Period Scale" developed by Kılınç were used in the data collection. Data collected for the study were analysed using SPSS 20 program. At the end of the research, it was found out that parents' views on the use of technology in the early childhood period differ significantly by the gender of the children, the gender of parents, the type of the school children attend and the level of income, while parents' views on the use of technology in the early childhood period do not differ significantly by the working status of the mothers, the age of the children and the number of children parents have. Keywords: early childhood period, technology use, parents’ views
Digital Technology (DT) Usage of Preschool Teachers in Early Childhood Classrooms
JOURNAL OF EDUCATION AND FUTURE, 2021
This cross-sectional survey study aims to investigate preschool teachers’ usage of digital technologies (DT) in early childhood education. To investigate teachers’ use of DT, a questionnaire was completed by 167 preschool teachers from 52 different preschools. Besides, the Attitude Scale for Technological Tools and Materials Use in Preschool Education was completed by the teachers. The results of the study revealed that the classrooms were equipped with a variety of DT such as television, DVD, computer, and smartphone. Teachers tended to use television and computers in the classroom activities. Although the teachers had a positive attitude towards using DT in early childhood education, they used ICT on a limited scale. They mainly utilized these devices in order for the children to watch cartoon films and listen to music. Gender, teaching experience, and attitudes of teachers towards using ICT did not significantly predict their DT usage in their classroom activities. The results im...
Journal of Education and Future, 2021
This cross-sectional survey study aims to investigate preschool teachers' usage of digital technologies (DT) in early childhood education. To investigate teachers' use of DT, a questionnaire was completed by 167 preschool teachers from 52 different preschools. Besides, the Attitude Scale for Technological Tools and Materials Use in Preschool Education was completed by the teachers. The results of the study revealed that the classrooms were equipped with a variety of DT such as television, DVD, computer, and smartphone. Teachers tended to use television and computers in the classroom activities. Although the teachers had a positive attitude towards using DT in early childhood education, they used ICT on a limited scale. They mainly utilized these devices in order for the children to watch cartoon films and listen to music. Gender, teaching experience, and attitudes of teachers towards using ICT did not significantly predict their DT usage in their classroom activities. The results imply that though teachers had enough DT sources and positive attitude towards using those devices in their classroom activities, their DT usage was limited to few types of activities. For improving the quality of DT use in the classrooms by teachers, barriers to teachers' successful technology integration in their classrooms should be determined.
Implications of Using Technology on Children, Teachers and Parents in Early Education
2021
It is increasingly recognized that the emphasis must be on integrating technology as a teaching instrument for all levels of the educational system, but less in kindergarten. In this chapter there are analyzed the main implications of using technology during early education. The first part includes a description of the advantages of using digital resources in early education both for teachers and for children. In the second part, the impact of the use of technology on the cognitive and socio-emotional development of children is highlighted. The third part describes some concrete ways of innovative integration of technology in kindergarten by educators, as well as a series of rules that must be followed by parents for the optimal use of technology in preschool age.
Digital Technologies and Their Application in a Child’s Life
Acta Educationis Generalis, 2022
Introduction: This research aims to examine pedagogically significant applications of digital technologies and attempt to identify certain principles of educational influence in pre-primary education. A qualitative methodology was used for this purpose. Methods: The research is focused on in-depth interpretive analysis and identification of the meanings of the use of digital technologies for didactic purposes from a pedagogical point of view. The research was conducted in a kindergarten in Šaľa, Slovakia; the research group consisted of 12 children aged 5-6 years and 10 parents of children of preschool age from 3 to 6 years. Results: The results have shown that through the constant comparative strategy and the sampling of extreme and similar cases we were able to analyse particular occurrences and mutual connections between them as interpreted by children and parents. Discussion: We know that there are disagreements and conflicts between parents and children in the area of using dig...