Principles ICT in ECEC shortened

Relier Colonnes

(1)

Taken from "the joint position statement of the National Association for the Education of Young Children and
the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College" at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf

Téléchargez la version pour jouer sur papier

Dupliquer

Créer un défi

Imprimer le PDF

À propos de Relier Colonnes

ict

preservice

teacher training

70 fois fait

Créé par

Izaskun Villarreal

Spain

Top 10 résultats

1

Natalia

6 Mai 2023

04:39

temps

84

but
2

hanne

6 Mai 2023

20:00

temps

14

but
3

Izaskun Villarreal

27 Avril 2021

01:56

temps

0

but

Voulez-vous apparaître dans le Top 10 de ce jeu?

Connectez-vous

pour vous identifier.

Créez votre propre jeu gratuite à partir de notre créateur de jeu

Créez relier colonnes

Affrontez vos amis pour voir qui obtient le meilleur score dans ce jeu

Créer un défi


Relier Pairs Principles ICT in ECEC shortenedVersion en ligne Taken from "the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College" at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf par Izaskun Villarreal 1 Early childhood educators need training, professional development opportunities, and examples of successful practice to develop the technology and media knowledge, skills, and experience needed to meet the expectations set forth in this statement. 2 Technology and media can enhance early childhood practice when integrated into the environment, curriculum, and daily routines. 3 Assistive technology must be available as needed to provide equitable access for children with special needs. 4 Digital citizenship is an important part of digital literacy for young children. 5 Technology tools can be effective for dual language learners by providing access to a family’s home language and culture while supporting English language learning. 6 Digital literacy is essential to guiding early childhood educators and parents in the selection, use, integration, and evaluation of technology and interactive media. 7 Technology tools can help educators make and strengthen home–school connections. 8 Research is needed to better understand how young children use and learn with technology and interactive media and also to better understand any short- and longterm effects. Successful integration of technology and media into early childhood programs involves the use of resources such as computers, digital cameras, software applications, and the Internet in daily classroom practices Adults have a responsibility to protect and empower children—to protect them in a way that helps them develop the skills they need to ultimately protect themselves as they grow—and to help children learn to ask questions and think critically about the technologies and media they use. Technology has supported inclusive practices in early childhood settings by providing adaptations that allow children with disabilities to participate more fully. Educators need the understanding, skills, and ability to use technology and interactive media to access information, communicate with other professionals, and participate in professional development to improve learning and prepare young children for a lifetime of technology use. Early childhood educators, parents, and families need guidance to make informed decisions about how to support learning through technology and interactive media, which technology and media tools are appropriate, when to integrate technology and media into an early childhood setting and at home, how to use these tools to enhance communication with parents and families, and how to support digital and media literacy for parents and children. With technology becoming more prevalent as a means of sharing information and communicating with one another, early childhood educators have an opportunity to build stronger relationships with parents and enhance family engagement. Research-based evidence about what constitutes quality technology and interactive media for young children is needed to guide policy and inform practice and to ensure that technology and media tools are used in effective, engaging, and appropriate ways in early childhood programs. Because every child needs active practice in the four domains of language and literacy (speaking, listening, writing, and reading), technology resources should support active learning, conversation, exploration, and self-expression. Technology should be used as a tool to enhance language and literacy, but it should not be used to replace personal interactions.

Relier Pairs

Principles ICT in ECEC shortenedVersion en ligne

Taken from "the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College" at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf

par Izaskun Villarreal

Early childhood educators need training, professional development opportunities, and examples of successful practice to develop the technology and media knowledge, skills, and experience needed to meet the expectations set forth in this statement.

Technology and media can enhance early childhood practice when integrated into the environment, curriculum, and daily routines.

Assistive technology must be available as needed to provide equitable access for children with special needs.

Digital citizenship is an important part of digital literacy for young children.

Technology tools can be effective for dual language learners by providing access to a family’s home language and culture while supporting English language learning.

Digital literacy is essential to guiding early childhood educators and parents in the selection, use, integration, and evaluation of technology and interactive media.

Technology tools can help educators make and strengthen home–school connections.

Research is needed to better understand how young children use and learn with technology and interactive media and also to better understand any short- and longterm effects.

Successful integration of technology and media into early childhood programs involves the use of resources such as computers, digital cameras, software applications, and the Internet in daily classroom practices

Adults have a responsibility to protect and empower children—to protect them in a way that helps them develop the skills they need to ultimately protect themselves as they grow—and to help children learn to ask questions and think critically about the technologies and media they use.

Technology has supported inclusive practices in early childhood settings by providing adaptations that allow children with disabilities to participate more fully.

Educators need the understanding, skills, and ability to use technology and interactive media to access information, communicate with other professionals, and participate in professional development to improve learning and prepare young children for a lifetime of technology use.

Early childhood educators, parents, and families need guidance to make informed decisions about how to support learning through technology and interactive media, which technology and media tools are appropriate, when to integrate technology and media into an early childhood setting and at home, how to use these tools to enhance communication with parents and families, and how to support digital and media literacy for parents and children.

With technology becoming more prevalent as a means of sharing information and communicating with one another, early childhood educators have an opportunity to build stronger relationships with parents and enhance family engagement.

Research-based evidence about what constitutes quality technology and interactive media for young children is needed to guide policy and inform practice and to ensure that technology and media tools are used in effective, engaging, and appropriate ways in early childhood programs.

Because every child needs active practice in the four domains of language and literacy (speaking, listening, writing, and reading), technology resources should support active learning, conversation, exploration, and self-expression. Technology should be used as a tool to enhance language and literacy, but it should not be used to replace personal interactions.