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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/54732
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dc.contributor.authorCohrssen, Carolineen
local.source.editorEditor(s): Amelia Church and Amanda Batemanen
dc.date.accessioned2023-05-11T04:22:00Z-
dc.date.available2023-05-11T04:22:00Z-
dc.date.issued2022-
dc.identifier.citationTalking with Children: A Handbook of Interaction in Early Childhood Education, p. 227-246en
dc.identifier.isbn9781108979764en
dc.identifier.isbn9781108845472en
dc.identifier.isbn9781108969789en
dc.identifier.urihttps://hdl.handle.net/1959.11/54732-
dc.description.abstract<p>Early childhood educators are faced daily with supporting young children's learning in educational environments that include digital technologies. This chapter first discusses what is currently known about young children's use of digital technologies from health and educational perspectives. Specifically, this chapter shows how young children's digital technology use in early childhood classrooms is influenced by a range of factors, such as access to digital technology and educator beliefs about the benefits of technology, and how to integrate digital technology in ways that align with early childhood pedagogy. Next, this chapter shows how educators and children engage with digital technologies through employing interactional practices that support inquiry-based learning, problem solving, and conceptual engagement, including digital and critical literacy skills. In this way, it highlights how teacher pedagogy-in-use makes possible children's rich engagement with digital technologies. Finally, this chapter shows how these understandings are be applied by educators in their own practices.</p>en
dc.languageenen
dc.publisherCambridge University Pressen
dc.relation.ispartofTalking with Children: A Handbook of Interaction in Early Childhood Educationen
dc.relation.isversionof1en
dc.titleMathematicsen
dc.typeBook Chapteren
dc.identifier.doi10.1017/9781108979764.012en
local.contributor.firstnameCarolineen
local.profile.schoolSchool of Educationen
local.profile.emailccohrsse@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeCambridge, United Kingdomen
local.identifier.totalchapters21en
local.format.startpage227en
local.format.endpage246en
local.peerreviewedYesen
local.contributor.lastnameCohrssenen
dc.identifier.staffune-id:ccohrsseen
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/54732en
local.date.onlineversion2022-06-16-
dc.identifier.academiclevelAcademicen
local.title.maintitleMathematicsen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.search.authorCohrssen, Carolineen
local.uneassociationNoen
local.atsiresearchNoen
local.isrevisionNoen
local.sensitive.culturalNoen
local.year.available2022en
local.year.published2022en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/e637387d-ee9d-4ff0-9c46-a221c27c3e8fen
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.seo2020160101 Early childhood educationen
local.subject.seo2020160302 Pedagogyen
local.profile.affiliationtypePre-UNEen
local.relation.worldcathttps://www.worldcat.org/title/1328002213en
Appears in Collections:Book Chapter
School of Education
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