Empowering the Next Generations: Technology-Enhanced Early Childhood Learning and Pedagogy

Dear Colleagues,

Contrary to the sometimes-prevalent deficit model of young children’s engagement with technologies, this edition will adopt a strengths-based approach (Arnott et al., 2020) that foregrounds young children’s agency in learning with the digital technologies that permeate contemporary experience.

This Special Issue will explore a variety of pedagogical spaces within and outside of more formal educational settings. It will consider how young children (0–8 years) experience and shape their own learning through digital technologies in educational spaces including at home and in the community. We welcome papers that exemplify innovative practices as well as those which critique or raise questions for early years pedagogy. We will adopt a broad definition of digital technologies, including those already established within early years praxis as well as emerging technologies such as virtual and augmented realities. Themes may include:

• Child agency in the use of digital technology;
• Partnerships with parents and community groups involving younger children’s use of digital technology;
• Use of technology in schools, nurseries and other early childhood contexts;
• Innovative technological approaches in non-formal early education settings;
• Augmented and virtual learning technologies within spaces of young children’s learning and early years pedagogy.

Reference

Kewalramani, S, Arnott L. and Dardanou, M. (2020) “Technology-Integrated Pedagogical Practices: A Look into Evidence-Based Teaching and Coherent Learning for Young Children,”  European Early Childhood Education Research Journal 28 (2) pp. 163–166.

Prof. Dr. Mary Wild
Dr. Linda Shaw
Guest Editors

Manuscript Submission Information

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• digital technologies
• early childhood
• digital pedagogies
• pedagogical spaces