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What is Early Childhood Studies

Chapter 10
Encyclopedia of Information Communication Technology
The early years are regarded as being the crucial time in a child’s learning and development and this course reflects the growing interest now taken by educationalists in this field. At what age should children start school? What role do families play in providing the foundations for successful learning? What sort of nursery education should we be providing? How can play be used in education? Early childhood studies draws on a range of disciplines including psychology, health care, educational studies and sociology in order to understand this formative period of our lives. If you are interested in young children and how they learn and grow, then this course will enable you to explore this fascinating stage of human development. It will also give you the professional and academic skills as well as the hands-on experience you need to work with children. Early childhood studies is offered as part of a three-year combined honours degree so you study it alongside one other subject. It combines particularly well with other courses in the institute such as: education and human development; communication, media, and culture; philosophy; religion; sport and coaching studies or performing arts.Alternatively it can be combined with any of one of over 60 other subjects such as psychology, history, or sociology.
Published in Chapter:
Children and Computers
Paolo Ferri (University of Milan, Italy)
Copyright: © 2009 |Pages: 9
DOI: 10.4018/978-1-59904-845-1.ch010
Abstract
The basic assumption of our research is that in order for teachers and parents to promote an effective and critical use of new technologies in the early years (especially in preschools) they need to gain a deeper understanding of the way in which children spontaneously approach these technologies together with an improved awareness of adults’ representations and ideas (Ferri & Mantovani, 2006). Too often computers and digital technologies are introduced in early childhood contexts without adequate understanding of their cultural meanings, cognitive, and social potentials or constraints, which is particularly true in preschool settings as shown by Varisco (2002) and Albanense, Migliorini, and Pietrocola (2000).
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