Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children.

Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become effective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children’s learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, discover, play and interact with real and imaginative worlds to allow active meaning making.

With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings.

This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.

chapter |4 pages


BySusanne Garvis, Narelle Lemon

chapter 1|13 pages

Composing an Email

Social interaction in a preschool classroom
BySusan Danby, Christina Davidson, Lisa M. Given, Karen Thorpe

chapter 2|10 pages

Technology and Literacy in the Early Years

Framing young children's meaning-making with new technologies
ByCathy Burnett, Karen Daniels

chapter 3|10 pages

Digital Technology and Young Children's Narratives

BySusanne Garvis

chapter 4|8 pages

Young Children's Internet Cognition

BySusan Edwards, Helen Skouteris, Andrea Nolan, Michael Henderson

chapter 6|15 pages

Shared Curiosity, Technology and Mathematics

Exploring transitions between two and three dimensions
ByGeir Olaf Pettersen, Monica Volden, Elin Eriksen Ødegaard

chapter 7|18 pages

“I Think it Should be a Little Kind of Exciting”

A technology-mediated story-making activity in early childhood education
ByEwa Skantz Åberg, Annika Lantz-Andersson, Niklas Pramling

chapter 8|20 pages

Multimodal Meaning-Making For Young Children

Partnerships through blogging
ByBinder Marni J., Reesa Sorin, Jason Nolan, Sarah Chu

chapter 9|10 pages

Availability and use of Personal Computers in German Kindergartens – Preconditions and Influences

ByMartina Endepohls-Ulpe, Claudia Quaiser-Pohl, Christine Deckers

chapter 10|17 pages

iPlay, iLearn, iGrow

Tablet technologies, curriculum, pedagogies and learning in the twenty-first century
ByNicola Yelland

chapter 11|16 pages

The Tablet Computer as a Mediational Means in a Preschool Art Activity

ByMalin Nilsen, Mona Lundin, Cecilia Wallerstedt, Niklas Pramling