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This is a book about ICT (Information and Computer Technology) in its broadest sense. The authors show how ICT can contribute to children’s learning; how it can be integrated into a play based curriculum and how it relates to key areas of learning such as collaboration, communication, exploration and socio-dramatic play. The text provides an introduction to the ICT requirements in the UK Foundation Stage Curriculum Guidance, and it also discusses in detail the international relevance and implications of ICT for young children.
The book provides a critical account of the ‘digital divide’ and suggests practical strategies for all the individuals and institutions who are working towards the achievement of social justice. It offers concrete guidance for the development of center based practice, and on curriculum integration and the selection of developmentally appropriate educational software. It also explores ergonomic issues, as revealed by research: how should children sit at the computer, for how long and what are the risks?
Emphasis is placed on the processes of policy development and the realization of change and there is guidance on the use of development plans and evaluation tools. Using the example of the practice and policy development of one model Early Excellence Centre, the authors map the development of good practice in staff development, children’s learning and their use of ICT, and in working with parents. A wealth of information and resources are provided.
The book draws on two major European research projects that generated rich examples of good practice: curriculum guidance materials developed as part of the EU funded Developmentally Appropriate Technology in Early Childhood (DATEC) project and the authors’ evaluation of the IBM KidSmart initiative.
The book will be essential to all those working in elementary education and to teacher educators and policy and curriculum developers in primary schools.
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Iram Siraj is a Professor at the Institute of Education, University of London, and a visiting Professor at the University of Wollongong. She co-led on the Effective Pre-school, Primary, and Secondary Education (EPPSE) longitudinal study, and the highly influential Researching Effective Pedagogy in the Early Years (REPEY) study, which first developed the concept of Sustained Shared Thinking (SST). She is a co-author of the ECERS-E and has published widely on quality, pedagogy, and curriculum.Review:
"This is a fascinating introduction to an important new aspect of early childhood education. Summing Up: Highly recommended." (Choice)
"This book deals with an important topic and the studies are illuminating." (British Journal of Educational Technology)
"[T]his book is an accessible, practical, evidence-based resource for practitioners, policy makers and researchers interested in an effective development of the early childhood ICT curriculum." (British Educational Research Journal)
“In summary, the book is a valuable contribution to the existing body of literature on early learning with ICT. It brings together contemporary theoretical viewpoints with research findings that reflect current practices. Its holistic approach enables the reader to realize the implications of integrating ICT into early learning both at the micro and macro levels.” (Contemporary Issues in Early Childhood)
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Book Description Trentham Books, 2006. Paperback. Condition: New. Never used!. Seller Inventory # P111858563003
Book Description Condition: New. New. Seller Inventory # STRM-1858563003