Concepts for Early Childhood Education and Care in the Postdigital
Journal article
Edwards, Susan Elizabeth. (2023). Concepts for Early Childhood Education and Care in the Postdigital. Postdigital Science and Education. 5(3), pp. 777-798. https://doi.org/10.1007/s42438-022-00356-7
Authors | Edwards, Susan Elizabeth |
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Abstract | Early Childhood Education and Care (ECEC), like much of broader society, has entered the postdigital. The postdigital pertains to a moment in human history whereby practices and digital technologies are intertwined with the daily actions and interactions of people. As ECEC enters the postdigital, attention has been directed towards to understanding the implications of this particular social situation for young children’s learning and development. Drawing on sociomaterialism, contemporary explanations often describe the postdigital mostly in terms of children’s play as both ‘messy’ and ‘entangled’. This paper considers such descriptions a necessary starting point for further engaging with the implications of the postdigital for young children, their families and educators, including in terms of online safety, digital data privacy and protection, and the use of networked technologies by educators for supporting children’s learning. Drawing on the notion of modes of meaning-making from community of practices thinking (Wenger 1998) and aligning these with Jandrić's (2019) call for a collective intelligence for the postdigital through ‘we-act’, ‘we-learn’, and ‘we-think’, this paper proposes the examination of the contemporary literature concerning young children and digital technologies in terms of pedagogy, theory, and method. Three generations of research about young children and digital technologies are identified, leading to the current postdigital moment in time, in which pedagogy, theory and method suggest five new concepts for ECEC in the postdigital, these being convergence, subjectivities, social systems, networks and human experience. The deployment of these concepts in practice and research is examined, illustrating the emergence of a new collective intelligence for ECEC in the postdigital that remains responsive to the ongoing learning and developmental needs of young children over time. |
Keywords | Early Childhood Education and Care (ECEC) ; Postdigital; Young children; Digital technologies |
Year | 01 Jan 2023 |
Journal | Postdigital Science and Education |
Journal citation | 5 (3), pp. 777-798 |
Publisher | Springer |
ISSN | 2524-4868 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s42438-022-00356-7 |
Web address (URL) | https://link.springer.com/article/10.1007/s42438-022-00356-7 |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 777-798 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 15 Nov 2023 |
Publication process dates | |
Accepted | 31 Oct 2023 |
Deposited | 07 Jun 2024 |
Additional information | © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 |
Place of publication | Germany |
https://acuresearchbank.acu.edu.au/item/90929/concepts-for-early-childhood-education-and-care-in-the-postdigital
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