Paddling the digital wave

This presentation discusses how early years practitioners manage digital technology to enhance or challenge digital access and socio-emotional experiences for children. Practitioner perceptions of digital learning... [ view full abstract ]

This presentation discusses how early years practitioners manage digital technology to enhance or challenge digital access and socio-emotional experiences for children. Practitioner perceptions of digital learning opportunities are explored to identify pedagogical shifts and expectations to determine digital ‘intent’ and ‘use’

Marsh & Bishop (2013), Levin (2013) and Rubin(2014) document the changing digital world and how adults need to be skilled and digitally competent to support children.  Bowlby’s research on attachment and Bronfenbrenner’s Ecological System offer frameworks to inform practitioner influence upon the child’s socio-emotional development during digital exploration.

This study is located in an interpretative paradigm.  It evaluates data collected from 21 students working in a range of early years settings whilst also undertaking a BA Early Childhood Studies and EYITT programme using questionnaires and focus group interviews.   

All participants were informed of the purpose of the research and ethical procedures to ensure confidentiality were in place (BERA 2011). The analysis of data gave importance to interpretation of  ‘why’  practitioners offer digital technology within their practice.  Findings indicate a discourse between 1) adult and child digital agenda 2) technological competence 3) recognition of the emotional support offered to children who move between  digital and non digital realms.