Children experience technology in both formal and informal settings as they grow and develop. Despite research indicating the benefits of technology in early childhood education, the gap between parents, teachers, and children continues to grow as our new generation of children enters early childhood classrooms.

Child Development and the Use of Technology: Perspectives, Applications and Experiences addresses major issues regarding technology for young children, providing a holistic portrait of technology and early childhood education from the views of practitioners in early childhood education, instructional design technology, special education, and mathematics and science education. Consisting of fifteen chapters developed by multidisciplinary teams, this book includes information, advice, and resources from practitioners, professionals, and university faculty engaged in early childhood education and instructional design technology.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Age Appropriate Technology
Epistemology of Young Children
Historical Perspectives on Children and Technology
Mathematics and Technology
Pop Culture in the Early Childhood Classroom
Social-Emotional Development and Technology
Technology and Play
Technology for Young Children with Disabilities
Technology in Self and Peer Reflective Assessment
Young Children and Internet Threats

Reviews & Statements

If today's preschoolers all come from families who spend time on screens, then we need to adapt them in age appropriate ways to become learning tools. The balance lies in the way the technology is used, not in the technology itself. This book has valuable information for teachers, administrators, and parents. The approach of combining practitioners, researchers, and university faculty add a unique view of technology and the rapidly changing educational environments.

– Susan Feld, Director, Barbara K. Lipman Early Learning Center at Temple Israel, Memphis, TN, USA

This book will be highly suitable as a personal reference for early childhood practitioners, for administrators, and for parents of young children. Early childhood educational organizations such as Head Start programs and the National Association for the Education of Young Children, childcare centers, preschools, kindergartens, and primary schools (1st through 3rd grades) might find this book useful.

– Sally Blake (Flagler College, USA), Denise Winsor (University of Memphis, USA) and Lee Allen (University of Memphis, USA)

Focusing on issues in early childhood and preschool use of technology, the authors look at instructional design, special education, and math and science education. The volume begins with chapters on beliefs, historical development, perceptions, and social cultural systems that influence technology and teaching practices in early childhood environments. [...]This volume is good for teachers, educators, and future teachers of early childhood, as well as others who work with this age group.

– Sara Marcus, American Reference Books Annual

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Editor/Author Biographies

Sally Blake is a Professor at Flagler College in St. Augustine, Florida. Sally has been the PI on more than $600,000 dollars of Eisenhower funds and $700,000 of NASA funds for teacher training and professional development. Sally Blake was the Director and Co-PI of the NSF sponsored Partnership for Excellence in Teacher Education (PETE) and the Noyce Scholarship program at the University of Texas at El Paso. She was also a research fellow with the NSF Center for Research on Educational Reform,(MSP project) a teaching fellow with the NSF Center for Effective Teaching and Learning (MIE project), co-developer of the Research Pedagogical Labs and the MAT degree in the College of Science (MSP project), and Co-PI on the NSF GK-12 grant. She is the Faculty Research Director of the Barbara K. Lipman Early Childhood School and Research Institute.

Denise L. Winsor joined the academic community after working as a clinical psychologist. She piloted the Family Builders and Family Preservation grants in the 1980s. She has developed the Dynamic Systems Framework for Personal Epistemology Development, a systems model which aids the understanding of early childhood cognitive development. Her research interests include an emphasis on preschool-age children’s knowledge and understanding, and how to more effectively educate preschool children using developmentally appropriate practices in early childhood classrooms. Currently, Dr. Winsor is working in collaboration with multiple research teams to develop a science curriculum for preschool using science inquiry methods and utilizing a systems approach (i.e., child, teacher, parent, and peer interactions) to better understand the epistemological development of very young children as they become school-ready. She is interested in teacher preparation methods, specifically metacognitive strategies that integrate theoretical, conceptual, and applied tasks that aid students in high-order thinking related to real world settings.

Lee Allen is an Associate Professor of Instructional Design and Technology and Information Science at the University of Memphis. Dr. Allen has previously served as an Assistant Superintendent for technology services in the Dallas, TX public school district, and as a teacher, school librarian, technology trainer, and director of instructional technology in Santa Fe, NM. Dr. Allen's primary research interests are technology as a vehicle for organizational/institutional change, online teaching and learning, electronic portfolio development, and situated learning in communities of practice. He is a Fulbright scholar, recently returned from the Ukraine.

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Editorial Advisory Board

Judy Brown, Tennessee Pre-K Pilot Program, USA
Mary Jo Palmer, Southwest Community College, USA
Sandra Brown Turner, The University of Memphis, USA
Carol Coudeau Young, The University of Memphis, USA
Wendy Jacocks, South Eastern Louisiana University, USA
L. Antonio Gonzalez, University of Texas at El Paso, USA
Trish Ainsa, University of Texas at El Paso, USA
Scott Starks, University of Texas at El Paso, USA
Alexandru Spatariu, Georgetown College, USA
Kathleen Spencer Cooter, Bellarmine University, USA
Amy Smith, Pink Sky Education, USA
Jorge Lopez, University of Texas at El Paso, USA