|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Information and Communications Technologies in Pre-school settings: a review of the literature|
Computers and children
Technology and children
|Citation:||Stephen C & Plowman L (2003) Information and Communications Technologies in Pre-school settings: a review of the literature. International Journal of Early Years Education, 11 (3), pp. 223-234. https://doi.org/10.1080/0966976032000147343|
|Abstract:||This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICT) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICT the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICT as one element in the multi-media mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICT makes to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICT can play a compensatory and engaging role or further entrench disadvantage (‘the digital divide’) is discussed. The review concludes that the pedagogical imperative must remain with practitioners.|
|Rights:||Published in International Journal of Early Years Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in International Journal of Early Years Education, Volume 11, Issue 3, October 2003, pp. 223 - 234. International Journal of Early Years Education is available online at: http://www.tandfonline.com/openurl?genre=article&issn=0966-9760&volume=11&issue=3&spage=223|
|pre-school article.pdf||Fulltext - Accepted Version||436.08 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.