{"title":"Early Childhood Digital Pedagogy: A Scoping Review of Its Practices, Profiles, and Predictors","authors":"Hui Li, Huihua He, Wenwei Luo, Hui Li","doi":"10.1007/s10643-024-01804-8","DOIUrl":null,"url":null,"abstract":"<p>Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"3 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01804-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Early childhood digital pedagogy (ECDP) has been widely implemented and studied, but the empirical evidence has not been systematically reviewed. This scoping review aimed to synthesize the existing studies to understand the practices and profiles of ECDP and the redefined roles of teacher, child, and technology. Thirty-eight studies on ECDP published from January 2010 to October 2024 were collected from three academic databases: EBSCO, Web of Science, and ProQuest. Synthesis of the findings of these studies revealed that: Firstly, digital technologies increasingly hold transformative potential for instructional practices at the level of modification and redefinition based on the SAMR framework. Secondly, play-based, project-based, problem-based, and co-operative and collaborative pedagogy with constructivist tendencies are the trademarks of ECDP. Lastly, in pedagogical interactions, teachers, children, and digital technologies each play diverse roles. This review study sheds some light on the practical characteristics of ECDP, which can inspire the effective designs and implementation of ECDP in the future.
幼儿数字教学法（ECDP）已经得到了广泛的实施和研究，但经验证据尚未得到系统的审查。本综述旨在综合现有的研究，以了解ECDP的实践和概况，以及教师、儿童和技术的重新定义角色。从EBSCO、Web of Science和ProQuest三个学术数据库中收集了2010年1月至2024年10月发表的38篇关于ECDP的研究。综合这些研究结果表明：首先，数字技术在基于SAMR框架的修改和重新定义层面上对教学实践具有越来越大的变革潜力。其次，以游戏为基础，以项目为基础，以问题为基础，以及具有建构主义倾向的合作和协作教学法是ECDP的标志。最后，在教学互动中，教师、儿童和数字技术各自扮演着不同的角色。本文综述了ECDP的实际特点，对今后ECDP的有效设计和实施具有一定的启发作用。
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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