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

Authors	Mantilla, 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.
Keywords	Early childhood education and care (ECEC); young children; digital technology
Year	2019
Journal	Australasian Journal of Early Childhood
Journal citation	44 (2), pp. 182 - 195
Publisher	SAGE Publications
ISSN	1836-9391
Digital Object Identifier (DOI)	https://doi.org/10.1177/1836939119832744
Scopus EID	2-s2.0-85063614091
Page range	182 - 195
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled
Place of publication	United Kingdom
Editors	L. 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