Which software could be appropriate for young children's nano-Literacy?
Which software may be user-friendly and educationally appropriate for early-primary school children which combining movement and sound can be used by digital (e.g. tablets) or non-digital technologies (e.g. desktops)?
Dear Mr. Wolfgang Schoppek thank you for the answer, it helps me to define my question even more clearly. Although my focus is on early-primary school age (Grade 1 and Grade 2), it would be my pleasure to read your point of view on the above question even for the ages of younger or older children.
I consider ScratchJr as a developmentally appropriate mobile application (but run also in PC as an open source initiative) for preschoolers to teach and learn CT, maths but literach as well through projects.
Me preocupan los trabajos y opiniones de expertos donde se pone de manifiesto cuales són las consecuencias del exceso de las pantallas en los más pequeños. Por lo tanto como más pequeños sean los niños, menos software y más exploración y experimentación.
Among those two digital and non digital I prefer digital combined with non digital.(Non digital here I mean most of concrete and hands on). the young learners at this age must be given opportunities to explore the digital software but should not have barrier towards hands on activities.
Dear Professor Orlando M Lourenço Thank you for the answer. Love is always the right way. But could you please clarify the last part of your answer "...learn things that are appropriate to his/her age." What makes a "thing" educational appropriate for a child of a particular age?
It is my pleasure to clarify the last part of my answer. Try to teach the proportionality concept to a 4-year-old child. It will be a waste of time because at age the child is not cognitively prepared to learn such a concept. So, it would be inappropriate to try to teach that concept to that child.
Dear Professor Orlando M Lourenço , I am convinced that there is no waste of time when it comes to children's education. As Aristotle teaches us "Education is the kindling of a flame not the filling of a vessel". Thank you for such a creative discussion.
Surely, time spent with children's education is never a waste of time. Children's education is the best thing we can do in favor of them and nowhere have I said the contrary. Aristole's metaphor is just a metaphor. What is indisputable is that there are ages at which it is a waste of time to try to teach children concepts, laws or principles they cannot yet understand. Will it be possible to teach Newton's gravitational laws to a 3-year-old child? Do try and tell me the results.
Dear Pandora Dorouka, In these bad times of the pandemic spreading all over the world, raises one of the vastest dilemmas of education: What is education? Is it teaching and learning? then what to teach? How relevant is the teacher? How relevant is school? What is relevant to teach concerning what we go through? I think that the whole world of education is going through a great shake-up. After Coronavirus, education will not and must not go back to the same pattern. I myself have some suggestions about a change. you can see my articles. Even though they were written before the pandemic, they are relevant. Please read "Unleash instruction" or the fun story about "For the woman magazine". A big greeting of health!
Dear Mr. Ilan Bar Shalom Thank you for highlighting such an important issue in this discussion. The cutting-edge technology is urgent to be incorporated in young children’s education, since it is increasingly penetrating various aspects of our life, promising to solve global challenges. Achieving a society able to deal with their problems, as the pandemic fatal virus, is an elaborate task that requires the interaction of educational, academic and political factors. Unless young children are going to be the main future workforce for the cutting-edge technology, which is expected to substantially affect all aspects of human life and growth, then who else?
Pandora Dorouka, Thank you for your reply (I'm a doctor). Young pupils and the embedment of technology in education has a tremendous gap. Yet, I have a nice story for you. My father, may he rest in peace, use to collect pens. He had pens from all over the world. In spite of that, he went with simple stick pens that sometimes leaked ink and stained his shirt. Many years ago I asked him "Dady, you have the best pens in your collection, why do you go with such simple pens that leak in your pocket?" He replied," Son, it is not important what you write with, it is important what you write". That became my motto in education!
Dear Dr. Ilan Bar Shalom thank you. Through your opinion, it is even more emphasized how difficult is to prepare young children for the requirements of the 21st century. However, it is undeniable that new technologies have been developed in recent years, so maybe it is up to future research to bridge the “gap” you mentioned. Lev S. Vygotsky underlines for example "What a child can do today with assistance, they will be able to do by themselves tomorrow..." Thank you.
May I ask you to develop further your question? Because there are many platforms that can be used, but I would to know more about the target setting (certain age, if it will physical or through internet, etc, if it requires a computer, board games, books, mobile phones).
Dear Katerina Tsarava thank you for your reply! But, can you please explain why you choose to give the example of this particular version of Scratch (ScratchJr) in relation to affordable early-primary school technologies?
Thus far, we have focussed on the macro issues of the social, pedagogical, and economic perspectives of STEM discussed in Chap. 2; the impact of digital technologies on children’s learning in Chap. 3; and the role of play and play-based learning in Chap. 4. In this chapter, we turn our attention towards early childhood educators who are largely res...
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