Perspectives on early years education and digital technologies

Paper 1: How might research on family reading practices inform the design of interactive digital resources for pre-school children?

This paper is based on the observation that both books and interactive digital technologies are objects which feature in the homes of many young children and are often thought of as having a particular role to play in preparing children for learning at school. It explores the potential links between research into children’s learning with books and the design of interactive digital technologies for use by young children in the home.

Paper 2: What can the digital add to physical learning materials in early years numeracy classrooms?

This paper recognises that there is a need to understand how children learn early mathematics, what role manipulatives (physical learning materials) play in this learning, and to evaluate the potential for digital technologies to support learning in this area by enhancing such physical learning materials.

Paper 3: Reflections on research and design for early years digital technology

This paper takes a step back and discusses more generally some of the issues around the relationship between educational research and the design of new technologies for early years. It considers some of the common themes that have emerged from the two papers, making conjectures about what might have influenced the design of software for this age range. Finally the key messages for all of those interested in researching and developing digital technologies for early years learning are discussed.

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