ABSTRACT
This introduction presents an overview of key concepts discussed in the subsequent chapters of this book. The book addresses the research literature by providing a comprehensive examination of the current international research on digital technology and young children. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially with very young children. The book then presents research projects from world that explores young children working with digital technologies. Countries represented include Australia, Germany, Sweden, Norway, Canada and England. The book then examines how literacy is conceptualised in the early years and specifically highlights the significance of embodiment and materiality to meaning-making using digital technologies. It then explores how digital technologies can enhance narrative meaning-making in Australia. The book finally explores the possibilities of digital technologies to encourage meaning-making in early childhood settings, while also asking further questions about participation, sustainability, the teacher's role, participation and cultural understanding.
