Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies

Journal article

Mantilla, Ana and Edwards, Susan. (2019). Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies. Australasian Journal of Early Childhood. 44(2), pp. 182 - 195. https://doi.org/10.1177/1836939119832744
AuthorsMantilla, Ana and Edwards, Susan
Abstract

This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use ‘by and with’ young children.

KeywordsEarly childhood education and care (ECEC); young children; digital technology
Year2019
JournalAustralasian Journal of Early Childhood
Journal citation44 (2), pp. 182 - 195
PublisherSAGE Publications
ISSN1836-9391
Digital Object Identifier (DOI)https://doi.org/10.1177/1836939119832744
Scopus EID2-s2.0-85063614091
Page range182 - 195
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsL. Barblett
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Edwards, Susan. (2009). Early childhood education and care: A sociocultural approach Pademelon Press.
Introduction to Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce. (2009). Introduction to Professional learning in early childhood settings. In Professional learning in early childhood settings pp. 1 - 8 Sense Publishers.
Call for research - the consuming child-in-context in unhealthy and unsustainable times
Edwards, Susan, Skouteris, Helen, Do, H., Rutherford, Elaine and Cutter-Mackenzie, Amy. (2009). Call for research - the consuming child-in-context in unhealthy and unsustainable times. Australian Journal of Environmental Education. 26, pp. 33 - 45. https://doi.org/10.1017/S0814062600000811
Future directions in researching professional learning in early childhood settings
Nutall, Joce and Edwards, Susan. (2009). Future directions in researching professional learning in early childhood settings. In In S.Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 131 - 137 Sense Publishers.
Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory
Edwards, Susan Elizabeth. (2009). Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory. In In S. Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 81 - 95 Sense Publishers.
Exemplar schools using innovative learning technologies
Auld, Glenn, Holkner, Bernard, Fernando, Anthony, Henderson, M., Romeo, Geoff, Russell, Graham, Seah, Wee Tiong and Edwards, Susan. (2008). Exemplar schools using innovative learning technologies. Australian Council for Computers in Education conference. Australia: Australian Council for Computers in Education. pp. 32 - 43
Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy
Edwards, Susan Elizabeth. (2008). Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy. In Early Childhood Education: Issues and developments pp. 171 - 187 Nova Science Publishers.
Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory?
Edwards, Susan. (2007). Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory? New Zealand Research in Early Childhood Education. 10, pp. 131 - 144.
From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education
Edwards, Susan. (2007). From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education. Journal of Early Childhood Research. 5(1), pp. 83 - 106. https://doi.org/10.1177/1476718X07072155
Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits
Edwards, Susan and Hammer, M. (2007). Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits. Australian Journal of Teacher Education. 32(2), pp. 1 - 16.
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
'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
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.