Children’s digital competence in early childhood education: a comparative analysis of curricula

Sini Kontkanen, Susanna Pöntinen, Sarika Kewalramani, Nikolai Veresov, Sari Havu-Nuutinen

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice.

Original languageEnglish
Article numberem2215
Number of pages17
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume19
Issue number1
DOIs
Publication statusPublished - 2023

Keywords

  • 21st-century skills
  • digital competence
  • early years education
  • pedagogical issues

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