Digital Natives Come to Preschool: implications for early childhood practice |
ROBYN ZEVENBERGEN, Griffith Institute for Educational Research, Griffith University, Australia |
pages 19-29
http://dx.doi.org/10.2304/ciec.2007.8.1.19 |
| VIEW
FULL TEXT | ISSUE CONTENTS LIST |
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. |
To cite this article
|
|
ROBYN ZEVENBERGEN (2007) Digital Natives Come to Preschool: implications for early childhood practice, Contemporary Issues in Early Childhood, 8(1), 19-29. http://dx.doi.org/10.2304/ciec.2007.8.1.19 |
|
