The changing nature of young children’s learning ecologies, experiences and implications for pedagogy in the digital era

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Digitalisation has changed the ways of everyday living in the 21st century, and has impacted on the constructions of childhood.* Characterisations such as ‘techno babies’ (O’Connor 2014) or ‘digitods’ (Holloway et al 2015) are given to define the digital generation. Young children’s experiences now include a repertoire of digital activities, and these artefacts, it is often argued, set this younger generation apart from their older counterparts. For example, from babyhood, we know that many children engage in screen-based communication such as video calls with distant…

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