Digital Technologies in Kindergarten: Paths of Kindergarten Teachers and Potentialities for Children

Digital Technologies in Kindergarten: Paths of Kindergarten Teachers and Potentialities for Children

Rita Brito (Universidade de Lisboa, Portugal) and Patrícia Dias (Catholic University of Portugal, Portugal)
DOI: 10.4018/978-1-5225-7507-8.ch062

Abstract

With this chapter, the authors aim to present a theoretical review about the use of digital technologies in kindergartens, with preschool children. They begin by taking a theoretical and generalized approach to the subject. Next, they present the added value for children when using technologies. The importance of the kindergarten teacher in the use of technologies by younger children is also explored, as well as the factors that influence technological integration in schools and kindergartens. The authors present a project carried out in Portugal, which refers to publications of books for pre-school children, with the aim of sensitizing children of these ages for a safe use of technologies. Finally, they round it up with some brief conclusions.
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Digital Technologies And Preschool Education

School must adapt to new socio-technological realities, acknowledging that technologies may be an effective and up-to-date mean for learning (Chen, 2010). The use of digital resources in preschool classrooms is a growing sign of the enormous educative role that these media may play in the construction of learning, for contemporary children. The natural involvement of children with technologies, as well as the experiences they carry out in their environment, make them constructors of their own knowledge, as described by the different constructivist and interactive development theories (Dewey, Piaget, Vigotsky cited NAEYC, 1997). These experiences are important, with the participation of adults and the entire social context that surrounds them, where technologies may enable the representation of the world in a meaningful way, performing learning in a new way, with the possibility of communication to others (Parette, Quesenberry, & Blum, 2010).

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