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Exploring the Opportunities and Challenges of the Digital World for Early Childhood Services with Vulnerable Children

Author

Listed:
  • Leona Harris

    (E-Learning Research Lab, University of Canterbury, Christchurch 8041, New Zealand
    Child Well-being Research Institute, University of Canterbury, Christchurch 8041, New Zealand)

  • Niki Davis

    (E-Learning Research Lab, University of Canterbury, Christchurch 8041, New Zealand
    Child Well-being Research Institute, University of Canterbury, Christchurch 8041, New Zealand)

  • Una Cunningham

    (Department of Education, Uppsala University, 75236 Uppsala, Sweden)

  • Lia De Vocht

    (E-Learning Research Lab, University of Canterbury, Christchurch 8041, New Zealand)

  • Sonja Macfarlane

    (Te Rū Rangahau: The Māori Research Laboratory, University of Canterbury, Christchurch 8041, New Zealand)

  • Nikita Gregory

    (Child Well-being Research Institute, University of Canterbury, Christchurch 8041, New Zealand)

  • Saili Aukuso

    (E-Learning Research Lab, University of Canterbury, Christchurch 8041, New Zealand
    Child Well-being Research Institute, University of Canterbury, Christchurch 8041, New Zealand)

  • Tufulasifa’atafatafa Ova Taleni

    (Child Well-being Research Institute, University of Canterbury, Christchurch 8041, New Zealand)

  • Jan Dobson

    (Sector Enablement and Support, Ministry of Education, Christchurch 8013, New Zealand)

Abstract

Potentially addictive behaviours supported by the internet and mobile phones raise concerns in education services for early childhood. Although there is evidence that screen media can distract the attention of young children, there was a massive uptake of digital devices by early childhood centres (ECCs). We investigated practices of families ( n = 85) and of six ECCs serving vulnerable children in New Zealand, many of whom are emergent bilinguals. Descriptions of the limited and exemplary choice of screen media of the ECCs include digital portfolios containing children’s learning stories in multiple languages illustrated with digital photos. This was facilitated by increasing partnership with the families and the inclusion of their languages in the physical and digital landscapes of the ECCs. However, these families and the ECCs are seeking additional guidance to face the complex challenges of the digital world. These early findings from our national research programme, A Better Start, E Tipu E Rea, already informed significant changes in the ECCs; we also identified the potential for young children to act as agents of change.

Suggested Citation

  • Leona Harris & Niki Davis & Una Cunningham & Lia De Vocht & Sonja Macfarlane & Nikita Gregory & Saili Aukuso & Tufulasifa’atafatafa Ova Taleni & Jan Dobson, 2018. "Exploring the Opportunities and Challenges of the Digital World for Early Childhood Services with Vulnerable Children," IJERPH, MDPI, vol. 15(11), pages 1-18, October.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:11:p:2407-:d:179279
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    References listed on IDEAS

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    1. Dmitri Rozgonjuk & Kristiina Saal & Karin Täht, 2018. "Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures," IJERPH, MDPI, vol. 15(1), pages 1-11, January.
    2. Katajun Lindenberg & Katharina Halasy & Carolin Szász-Janocha & Lutz Wartberg, 2018. "A Phenotype Classification of Internet Use Disorder in a Large-Scale High-School Study," IJERPH, MDPI, vol. 15(4), pages 1-11, April.
    3. Una Cunningham & Jeanette King, 2018. "Language, Ethnicity, and Belonging for the Children of Migrants in New Zealand," SAGE Open, , vol. 8(2), pages 21582440187, June.
    4. Olatz Lopez-Fernandez & Daria J. Kuss & Halley M. Pontes & Mark D. Griffiths & Christopher Dawes & Lucy V. Justice & Niko Männikkö & Maria Kääriäinen & Hans-Jürgen Rumpf & Anja Bischof & Ann-Kathrin G, 2018. "Measurement Invariance of the Short Version of the Problematic Mobile Phone Use Questionnaire (PMPUQ-SV) across Eight Languages," IJERPH, MDPI, vol. 15(6), pages 1-25, June.
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