This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children's play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play.
This book offers a fresh look at recent developments in policy, curricula and pedagogical discourse around children's play with Internet of Toys (IoToys). By expanding the notion of digital and smart play perspectives in early childhood education, the authors critique and develop the broader subject area of IoToys play.
Sarika Kewalramani is a senior lecturer at Swinburne University of Technology, Department of Education, Australia. Sarika's research expertise resides in conceptualising kindergarten teachers' understanding of the nexus between inclusive STEM-based play and technology (IoToys/Robotics) integration practices in ways that promote "All" children's learning and development. Ioanna Palaiologou is working in the School of Education (Psychology in Education) at University of Bristol, UK. Her research interests are in digital technologies (with an emphasis on haptic technologies) and implications for children's cognitive, social and emotional development and play and participatory methods and ethics in research with young children. Maria Dardanou is an associate professor of pedagogy in early childhood teacher education at UiT The Arctic University of Norway. Her research interests are in digital technology in the early years, with a special focus on the use of IoToys and touchscreen technology in relation to pedagogical perspectives.
Inhaltsangabe
1. Introduction: Setting the scene: "New" toys -"new" learningscapes? 2. Curricula landscapes for (re)culturing children's learning in the 21st century 3. Technological landscapes at home, but do they really play? A case study from English homes 4. Is there a space for "A" and "R" in early childhood STEM education? Building a case for AI robotic technologies integration in Australia 5. The technological landscapes with IoToys in early childhood education in Norway 6. IoToys and social-emotional literacies 7. Children's agency: Mentally linked and digitally connected, but are they heard? 8. Conclusions: The changing playscapes of early childhood education
1. Introduction: Setting the scene: "New" toys -"new" learningscapes? 2. Curricula landscapes for (re)culturing children's learning in the 21st century 3. Technological landscapes at home, but do they really play? A case study from English homes 4. Is there a space for "A" and "R" in early childhood STEM education? Building a case for AI robotic technologies integration in Australia 5. The technological landscapes with IoToys in early childhood education in Norway 6. IoToys and social-emotional literacies 7. Children's agency: Mentally linked and digitally connected, but are they heard? 8. Conclusions: The changing playscapes of early childhood education
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