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dc.contributor.authorJorgensen, Robynen_US
dc.contributor.editorNicola Yelland, Susan Grieshaberen_US
dc.date.accessioned2017-04-24T10:15:06Z
dc.date.available2017-04-24T10:15:06Z
dc.date.issued2007en_US
dc.date.modified2009-02-10T01:42:02Z
dc.identifier.issn14639491en_US
dc.identifier.doi10.2304/ciec.2007.8.1.19en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18568
dc.description.abstractThis article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This creates very different learners than previous generations. When educators fail to recognize such differences, there is potential for gaps in learning. This is particularly the case when equity dimensions are considered. It is proposed that early childhood settings need to reconceptualize pedagogy and learning opportunities for the new generation of learners. Drawing on Bourdieu's theoretical project, it is proposed that young learners come to early childhood settings with a digital habitus, which is differentially constructed in the home environment and needs to be considered in early childhood practice.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent93735 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSymposium Journalsen_US
dc.publisher.placeOxford UKen_US
dc.publisher.urihttp://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=8&issue=1&year=2007&article=3_Zevenbergen_CIEC_8_1_weben_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom19en_US
dc.relation.ispartofpageto29en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalContemporary Issues in Early Childhooden_US
dc.relation.ispartofvolume8en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330202en_US
dc.titleDigital natives come to preschool: Implication for early childhood practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2007 Symposium Journals. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


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