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Routledge International Handbook of Learning with Technology in Early Childhood

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Arts Based Research
Category=JNLA
Category=JNV
Children's Digital Media
Children's Early Literacy Learning
Children's Technology
Children’s Digital Media
Children’s Early Literacy Learning
Children’s Technology
Developmental psychology
digital ethnography
Digital technologies
E-book Features
Early Childhood
early childhood pedagogy
Early years
ECEC Setting
Educational Psychology
Ell Student
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eq_nobargain
eq_non-fiction
eq_society-politics
Family Literacy
Family Literacy Program
Garry Falloon
GoPro Cameras
GoPro Video
Guest Readers
Handbook
Heritage Language
Jennifer Rowsell
LA
Latino Preschool Children
Midwestern Urban School District
Molar Lines
multimodal literacy
Natalia Kucirkova
Papa's Story
Papa’s Story
Parent Child Shared Book Reading
Phenomenology
Post-humanist literacy
posthumanist theory
PQI
Print Picture Book
qualitative educational research
Rapid Automatized Naming
Routledge International Handbook
Sensorimotor Contingencies
special educational needs
Technology
technology integration in preschool learning
Wearable Cameras
Young Man

Product details

  • ISBN 9781138308190
  • Weight: 800g
  • Dimensions: 174 x 246mm
  • Publication Date: 16 Jan 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with digital technologies and children’s experiences of key 21st century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches).The book is a comprehensive survey of methods in the field of children’s technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn’t work in relation to specific innovative research methods.
About
Natalia Kucirkova is Senior Research Fellow at University College London, UK. She graduated in Psychology, holds a Masters in Research Methods and a Doctorate in Education. She worked at the Oxford University Education Department, pursued a pre-doctoral fellowship at the Harvard Graduate School of Education and currently works as Senior Research Fellow at University College London, UK. Her research concerns innovative ways of supporting children’s book reading, digital literacy and exploring the role of personalisation in early years. Her publications appeared in Communication Disorders Quarterly, First Language, Computers & Education or Cambridge Journal of Education. She has been commended for her engagement with teachers and parents at a national and international level. Jennifer Roswell is Professor in the department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her research interests include: research in schools and communities doing multimodal work with children and youth; exploring how younger generations think and interact through technologies, videogames and immersive environments; and, longitudinal work in homes connecting artifacts and material worlds with literacy and identity practices. She is Co-Series Editor with Cynthia Lewis of the Routledge Expanding Literacies in Education Series and the Digital Literacy Editor for The Reading Teacher. Her latest books are The Routledge Handbook of Literacy Studies, co-edited with Kate Pahl and Generation Z: Zombies, Popular Culture, and Educating Youth, Co-Edited with Victoria Carrington, Esther Priyadharshini, and Rebecca Westrup.