Young children's everyday concepts of the internet: a platform for cyber-safety education in the early years

Journal article

Edwards, Susan, Nolan, Andrea, Henderson, Michael, Mantilla, Ana, Plowman, Lydia and Skouteris, Helen. (2018). Young children's everyday concepts of the internet: a platform for cyber-safety education in the early years. British Journal of Educational Technology. 49(1), pp. 45 - 55. https://doi.org/10.1111/bjet.12529
AuthorsEdwards, Susan, Nolan, Andrea, Henderson, Michael, Mantilla, Ana, Plowman, Lydia and Skouteris, Helen
Abstract

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet‐enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber‐safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cyber‐safety education for young children. We argue that cyber‐safety education for young children cannot be effectively developed without first considering young children's thinking about the internet. In this paper, we use Vygotsky's ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children's thinking about the internet as a platform for cyber‐safety education in the early years.

Year2018
JournalBritish Journal of Educational Technology
Journal citation49 (1), pp. 45 - 55
PublisherWiley-Blackwell
ISSN0007-1013
Digital Object Identifier (DOI)https://doi.org/10.1111/bjet.12529
Scopus EID2-s2.0-85040323276
Page range45 - 55
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsS. Hennessy, C. Girvan and M. Mavrikis, S. Pric and N. Winters
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Everyday environmental education experiences: the role of content in early childhood education
Cutter-Mackenzie, Amy and Edwards, Suzy. (2006). Everyday environmental education experiences: the role of content in early childhood education. Australian Journal of Environmental Education. 22(2), pp. 13 - 19. https://doi.org/10.1017/S0814062600001348
Eco-literacy and the content-pedagogy relationship in early childhood education
Edwards, Susan and Cutter-Mackenzie, Amy. (2006). Eco-literacy and the content-pedagogy relationship in early childhood education. Australian Association for Environmental Education National 2006 Conference. Australia: Australian Association for Environmental Education. pp. 169 - 177
Laura's story: Using problem based learning in early childhood and primary teacher education
Edwards, Susan and Hammer, M.. (2006). Laura's story: Using problem based learning in early childhood and primary teacher education. Teaching and Teacher Education. 22(4), pp. 465 - 477. https://doi.org/10.1016/j.tate.2005.11.010
The effectiveness of a six-week jump shot intervention on the kinematics of netball shooting performance
Hume, Patricia, Henderson, M. and Bradshaw, Elizabeth Jane. (2006). The effectiveness of a six-week jump shot intervention on the kinematics of netball shooting performance. In M Schwaneder, G Strutzenberger and Sastenbauer et al (Ed.). XXIV International Conference on Biomechanics; in Sport. Salzburg, Austria: University of Salzburg. pp. 339 - 342
'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum
Edwards, Susan. (2006). 'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum. Contemporary Issues in Early Childhood. 7(3), pp. 238 - 252.
Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective
Edwards, Susan. (2005). Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective. Early Years: an international journal of research and development. 25(1), pp. 67 - 80. https://doi.org/10.1080/09575140500043161
Teacher education and problem based learning: exploring the issues and identifying the benefits
Edwards, Suzy and Hammer, M. (2005). Teacher education and problem based learning: exploring the issues and identifying the benefits. AARE International Education Research Conference. Australia: Open Book Print (AARE Publication). pp. 1 - 13
Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University
Edwards, Susan. (2005). Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University. Technology, Pedagogy and Education. 14(3), pp. 329 - 352. https://doi.org/10.1080/14759390500200210
A six week netball jimp shot shooting intervention can improve netball shooting accuracy
Bradshaw, Elizabeth Jane, Henderson, M. and Hume, Patricia. (2005). A six week netball jimp shot shooting intervention can improve netball shooting accuracy. In Qing Wang (Ed.). The XXIII International Symposium on Biomechanics; in Sports. Beijing, China: China Institute of Sports Science. pp. 115 - 118
The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective
Edwards, Susan. (2005). The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective. International Research in Early Childhood Education. 12(2), pp. 25 - 37.
Identifying the factors that influence computer use in the early childhood classroom
Edwards, Susan. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2), pp. 192 - 210.
Constructivism does not only happen in the individual: sociocultural theory and early childhood education
Edwards, Susan. (2005). Constructivism does not only happen in the individual: sociocultural theory and early childhood education. Early Child Development and Care. 175(1), pp. 37 - 47. https://doi.org/10.1080/0300443042000230311
Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond
Edwards, Susan. (2005). Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond. Critical Studies in Education. 46(1), pp. 1 - 12. https://doi.org/10.1080/17508480509556412
The reasoning behind the scene: Why do early childhood educators use computers in their classrooms?
Edwards, Susan. (2005). The reasoning behind the scene: Why do early childhood educators use computers in their classrooms? Australasian Journal of Early Childhood. 30(4), pp. 25 - 33.
Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education
Edwards, Susan and Nuttall, Joce. (2005). Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education. Early Childhood Folio: A collection of recent research. https://doi.org/10.18296/ecf.0216
Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist
Edwards, Susan. (2005). Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist. Pedagogy Culture and Society. 13(2), pp. 133 - 142.