Titlebook: Digital Childhoods; Technologies and Chi Susan J. Danby,Marilyn Fleer,Maria Hatzigianni Book 2018 Springer Nature Singapore Pte Ltd. 2018 D

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Supporting Whole Child Development in the Digital Ageth. The whole child approach spans across the social, emotional, cognitive and language developmental domains and empowers young children as creative and collaborative learners in the digital age. The authors contextualise apps as part of a learning toolbox and present five vignettes from research a

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Teaching Visual Arts with Digital Technologieshow the exploration of visual arts in a digital environment (art software) shapes new ways for children to improve their visual literacy and social skills. The study followed a mixed methodology design that included observations, tests, children’s digital creative works, and works with ordinary mate

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Learning Literacy: Engaging with Print and Digital Texts in the First Year of Schoolerials. The data reported was collected as part of a 5-year school reform project set in one school in a high-poverty community. The main project aimed to investigate whether a focus on teacher professionalism, collaborative curriculum planning and reshaping pedagogy could have a positive effect on

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Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations can provide diverse opportunities for learning, exploring and experimenting under the principles of digital game-based learning (DGBL). The current chapter explores the main theoretical implications of the pedagogical value and the use of digital games in early childhood classrooms. The aim is to h

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Producing Contexts for Young Children’s Digital Technology Use: Web Searching During Adult-Child Inty and, consequently, that different opportunities for digital technology use were produced. Our findings highlight the necessity for young children to participate effectively in the varying practices with digital technology that homes and preschools may provide.

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Raman Mittal,Kshitij Kumar Singh11 years of age. Conversely, the use of electronic games for more than an hour per day (more than 421 min per week) was associated with lower cognitive self-regulation and an increase in emotional difficulties at 10–11 years of age.

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