Digital natives come to preschool: Implication for early childhood practice

File Size Format
49292_1.pdf 91Kb Adobe PDF View
Title Digital natives come to preschool: Implication for early childhood practice
Author Zevenbergen, Robyn Levenia
Journal Name Contemporary Issues in Early Childhood
Editor Nicola Yelland, Susan Grieshaber
Year Published 2007
Place of publication Oxford UK
Publisher Symposium Journals
Abstract This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This creates very different learners than previous generations. When educators fail to recognize such differences, there is potential for gaps in learning. This is particularly the case when equity dimensions are considered. It is proposed that early childhood settings need to reconceptualize pedagogy and learning opportunities for the new generation of learners. Drawing on Bourdieu's theoretical project, it is proposed that young learners come to early childhood settings with a digital habitus, which is differentially constructed in the home environment and needs to be considered in early childhood practice.
Peer Reviewed Yes
Published Yes
Publisher URI
Alternative URI
Copyright Statement Copyright 2007 Symposium Journals. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 8
Issue Number 1
Page from 19
Page to 29
ISSN 1463-9491
Date Accessioned 2008-02-28
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject PRE2009-Curriculum Studies: Mathematics Education
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

Show simple item record

Griffith University copyright notice