TY - JOUR
T1 - Children’s digital competence in early childhood education
T2 - a comparative analysis of curricula
AU - Kontkanen, Sini
AU - Pöntinen, Susanna
AU - Kewalramani, Sarika
AU - Veresov, Nikolai
AU - Havu-Nuutinen, Sari
N1 - Publisher Copyright:
© 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - 21st-century skills
KW - digital competence
KW - early years education
KW - pedagogical issues
UR - http://www.scopus.com/inward/record.url?scp=85150155561&partnerID=8YFLogxK
U2 - 10.29333/ejmste/12798
DO - 10.29333/ejmste/12798
M3 - Article
AN - SCOPUS:85150155561
SN - 1305-8215
VL - 19
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 1
M1 - em2215
ER -
