The role and potential of ICT in early childhood ... - NZCER

The role and potential of ICT in

early childhood education

A review of New Zealand and

international literature

NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH

TE R?NANGA O AOTEAROA M? TE RANGAHAU I TE M?TAURANGA

WELLINGTON

2004

Prepared for:

Prepared by:

Ministry of Education

Rachel Bolstad

Early Childhood Education

New Zealand Council for Educational Research

Tertiary, Curriculum, Teaching and Learning

PO Box 3237

45-47 Pipitea Street

Wellington

Thorndon

Wellington

? Ministry of Education

November 2004

ISBN Print 0-478-13236-0

Web 0-478-13237-9

Acknowledgements

We would like to thank the following people who contributed to the production of this review.

From the Ministry of Education: Patricia Nally, Louise Alliston, Eliza Avery, Melissa Brewerton,

Rachel Currie, Patricia Laurenson, Carol Moffat, and Lisa Oldridge. From the New Zealand

Council for Educational Research: Linda Mitchell, Cathy Wylie, Christine Williams, Kristina

Louis, Susan Tompkinson, Johanne McComish, Hilary Ferral, Diane Mara, and Shelley Carlyle.

We are also grateful to all those from the early childhood education sector who provided

references and suggested information sources for this review.

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Table of Contents

Executive summary

vii

1. Introduction

1

1.1

What is ICT?

1

1.2

Why does ICT matter in early childhood education?

2

ICT already affects the people and environments that surround young children¡¯s learning

ICT offers new opportunities to strengthen many aspects of early childhood education practice

There is support for the development and integration of ICT into education policy, curriculum,

and practice across the whole education sector

2

2

1.3

What roles can ICT play in ECE?

5

1.4

Developing ICT capability in the ECE sector

7

Supporting children¡¯s ICT capability and ICT literacy

Supporting practitioners¡¯ ICT capability and ICT literacy

7

8

1.5

The structure of this review

9

1.6

Summary of Section 1

10

2. Characteristics of the literature on ICT in early childhood education

2.1

3

13

Kinds of research on ICT in early childhood education

13

¡°Effects¡± research

Investigations of children¡¯s behaviour and social interactions around computers

Research into children¡¯s experiences of ICT in early childhood education settings and at home

Research on practitioners¡¯ professional learning in, or through, ICT

Case studies and exemplars of the use of ICT in early childhood education settings

A comment about these categories of research

14

14

14

15

15

16

2.2

Definitions of ¡°early childhood¡± in the literature

17

2.3

Summary of Section 2

17

3. ICT and young children: the key issues

3.1

3.2

3.3

19

Why use ICT with young children?

19

Areas of concern about children¡¯s computer use

20

How can ICT enrich the early childhood learning environment?

25

What is developmentally appropriate use of ICT with young children?

ICT and children¡¯s play

Using ICT to support language development

Using ICT to support mathematical thinking and problem-solving

Supporting children from diverse cultural or language backgrounds

Supporting children with special learning needs

26

28

30

32

32

33

Knowing when and how to use ICT with children

34

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