Digital Natives Come to Preschool: Implications for Early Childhood Practice

Abstract

This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This creates very different learners than previous generations. When educators fail to recognize such differences, there is potential for gaps in learning. This is particularly the case when equity dimensions are considered. It is proposed that early childhood settings need to reconceptualize pedagogy and learning opportunities for the new generation of learners. Drawing on Bourdieu's theoretical project, it is proposed that young learners come to early childhood settings with a digital habitus, which is differentially constructed in the home environment and needs to be considered in early childhood practice.Within the current literature on young people, there is a growing recognition of the impact of computers in the social world, and the ramifications of such technology on shaping learning, dispositions and attitudes of new generations. Unlike any time in history, the rapid expansion of technology into the worlds of young people has resulted in the development of a new generation quite apart from previous generations. This generation has many names including Millennials, Nexters, Generation Y and Generation Why. While the names may vary, the identification of this group of people as being different from other generations stems from their unique exposure to digital technologies. This is the generation that has grown up in a society immersed in technology. They know the Internet, computers and other digital tools like no other generation. For them, technology has been an integral part of their social life. Juxtapose their experiences with those who work with them and there is the potential for the collision of two worlds -that of the technologyrich with that of the technology-poor. When this is considered within the context of early childhood settings, it becomes apparent that many of the views traditionally held in this sector come under challenge. This article explores the insertion of the 'digital native' in the context of early childhood settings and the implications of such insertions for practice. It is argued that there is an urgent need for concepts of play -an integral part of the early childhood ethos -to be reconceptualized so as to incorporate notions of digital play in order to sustain and support the habitus of the children now entering the range of early childhood services. Who and What Are 'Digital Natives'?There is a considerable literature on generational differences. This literature addresses various transitory generations which are brought about through various social conditions; for example, baby boomers, who were raised in the relatively secure conditions of the post-Second World War where economic stability was the norm. In reaction to their ...

Beyond gamification: reconceptualizing game-based learning in early childhood environments

“…Reconceptualist pedagogies, however, may constitute a unique opportunity to re-cast 'play-based' learning priorities within a more inclusive digital approach that has implications far beyond early years. Zevenbergen (2007) notes that the use of technology in the early years is a matter of equity as much as pedagogical significance:…”

“…Waldorf, Montessori and Reggio Emilia approaches, as well as reconceptualist and post-foundationalist positions, have a great deal to offer in terms of holistic and critically situated discourses on children's DGBL, provided there is a concomitant willingness to recognize the child's autonomy when it comes to their affinity spaces and play. Zevenbergen (2007) suggests that theoretical, pedagogical and dispositional alignments influence teachers perceptions and assumptions about the 'purpose of play within these settings … whether play is solitary, parallel or interactive are also considerations in the field' that need to be explicitly taken up (p. 25). Gee (2006) argues that videogames function as 'affinity' spaces with particular features that constitute unique 'routes of participation' and social organization linking an individual's interests for the content within the play space.…”

“…Invoking Bourdieu's theory of habitus, Zevenbergen (2007) notes that the unique internal and situated nature of digital natives has 'profound' implications for early childhood practice. The internal, virtual and physical location of children's digital learning and play is a critical, yet under-researched, phenomena.…”

“…Though many parents and practitioners alike still regard digital games to be less developmentally, socially and culturally beneficial to children than outdoor play (Agger & Shelton, 2007;Frost, 2010), a growing number of early childhood scholars (Marsh, 2010;Wohlwend, 2009;Yelland, 2010;Zevenbergen, 2007) are advocating the inclusion of digital technology and culture in early childhood education. In addition to reinforcing the value of these technologies in the development of multi-modal and emergent literacies, these scholars suggest that early childhood learning environments can play a vital role in bridging the digital divide across socioeconomic and cultural barriers to access (Zevenbergen, 2007).…”

“…In addition to reinforcing the value of these technologies in the development of multi-modal and emergent literacies, these scholars suggest that early childhood learning environments can play a vital role in bridging the digital divide across socioeconomic and cultural barriers to access (Zevenbergen, 2007). However, institutional preoccupations with data and accountability are primarily focused on operational, skills-based technology use rather than its meaning-making potential and role in the development of multimodal literacies (Wolf & Flewitt, 2010).…”