Digital Play and Technologies in the Early Years
59,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
payback
30 °P sammeln
  • Broschiertes Buch

Despite much popular and policy interest in young childrenâ s interactions with digital technologies, our understanding of the influence of these technologies on playing and learning, and on the role of educators, is surprisingly limited. This book fills in the gaps of our existing understanding of the field, focusing on the how and why of encoun

Andere Kunden interessierten sich auch für
Produktbeschreibung
Despite much popular and policy interest in young childrenâ s interactions with digital technologies, our understanding of the influence of these technologies on playing and learning, and on the role of educators, is surprisingly limited. This book fills in the gaps of our existing understanding of the field, focusing on the how and why of encoun
Autorenporträt
Christine Stephen researches children's learning in the early years and the ways in which this is supported in preschool settings and at home. She has co-directed a series of studies of young children's encounters with digital technology and has co-authored many journal articles and two books about growing up with new technologies. Her concern with the influence of culture and children's everyday life at home and in their educational settings is reflected in her research on their play and learning in a digital age. Liz Brooker was an early-years teacher before returning to research and teach at London University Institute of Education, UK, in 1996. Her work has frequently examined early transitions in children's lives, from home to nursery and through the subsequent phases of schooling. She was an editor of Early Years until 2017. Pamela Oberhuemer is a Visiting Research Fellow at the State Institute of Early Childhood Research, Munich, Germany. Her main research and publication focus is on Early Childhood Education and Care (ECEC) systems in the European context, particularly on cross-national issues relating to the early-childhood workforce. She was an editorial board member of Early Years from 1998-2006 and joined the editorial team in 2007. Rod Parker-Rees is a Visiting Research Fellow at the Plymouth Institute of Education, University of Plymouth, UK, where he was formerly coordinator of Early Childhood Studies. He has been a co-editor of Early Years since 1999. Once upon a time he was a nursery teacher in Bristol.