Learning through ICT in Swedish early childhood education from a pedagogical perspective of quality.

Learning through ICT in Swedish early childhood education from a pedagogical perspective of quality. Information and communication technology (ICT (1) (Information and Communications Technology) An umbrella term for the information technology field. See IT.(2) (International Computers and Tabulators) See ICL. 1. (testing) ICT - In Circuit Test. ) has swept intomodern society and rapidly been brought to use in various areas. Sweden Sweden,Swed. Sverige, officially Kingdom of Sweden, constitutional monarchy (2005 est. pop. 9,002,000), 173,648 sq mi (449,750 sq km), N Europe, occupying the eastern part of the Scandinavian peninsula. has enthusiastically adopted the technology and in the process hasbecome a world leader, in terms of numbers of computers per capita [Latin, By the heads or polls.] A term used in the Descent and Distribution of the estate of one who dies without a will. It means to share and share alike according to the number of individuals. andfrequency of Internet InternetPublicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the use (Next Generation Forum, 1999, 2000). Today,ICT is an integrated part of the Swedish society; most of the adultpopulation is using it in one way or another and we dare to predict thatuse will increase in the next generation. ICT is everywhere around us,both in society at large and in our homes, and it influences manyaspects of most children's everyday lives. The aim of this article is to discuss how teacher education andteacher competency COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like. 2. affect children's capabilities to learn throughICT. Our focus here is limited to the uses of computers and theInternet, although ICT has a broader definition and includes a varietyof technologies. Sweden's political leaders have set out to make the country aleading IT nation, and to ensure that all of its citizens have access toinformation (Ministry for Industry, Employment, and Communications,2000). To fulfill ful��fillalso ful��fil ?tr.v. ful��filled, ful��fill��ing, ful��fills also ful��fils1. To bring into actuality; effect: fulfilled their promises.2. this ambition, the government has focused on theeducation system. A large-scale large-scaleadj.1. Large in scope or extent.2. Drawn or made large to show detail.large-scaleAdjective1. wide-ranging or extensive2. national government scheme, IT in School(ITiS), was implemented in 1999 to guarantee that every child andteacher in school would have his or her own E-mail address See Internet address. e-mail address - electronic mail address and access tothe Internet (Ministry of Education and Science, 2000). Since then, morethan half of the teachers in Sweden (75,000), from the preschool levelto adult education, are occupied with ICT competency development, withthe support of specially trained ICT consultants. The ITiS government program excluded preschool children between theages of 1 to 5, as well as their teachers, because many preschoolteachers A Preschool Teacher is a type of early childhood educator who instructs children from infancy to age 5, which stands as the youngest stretch of early childhood education. Early Childhood Education teachers need to span the continum of children from birth to age 8. and decision-makers question the benefits and suitability ofICT for these youngest children. It is important to clarify thatpreschool is the first step in the Swedish education system, whichcontinues up to age 19 (early childhood education extends untilapproximately age 10). Both preschools and grade schools adhere to adhere toverb 1. follow, keep, maintain, respect, observe, be true, fulfil, obey, heed, keep to, abide by, be loyal, mind, be constant, be faithful2. nationally mandated curricula that are linked by shared goals (Ministryof Education and Science, 1994/98, 1998). The dual aims of the curriculum are to promote a child'slearning and development in accordance Accordance is Bible Study Software for Macintosh developed by OakTree Software, Inc.[]As well as a standalone program, it is the base software packaged by Zondervan in their Bible Study suites for Macintosh. with the overall goals and toenhance quality throughout the education system. It is also important,however, to point out that no specific methods or tools to improveeducation and/or and/or?conj.Used to indicate that either or both of the items connected by it are involved.Usage Note: And/or is widely used in legal and business writing. enhance quality, such as ICT, are mentioned in any ofthe Swedish curriculum (Pramling Samuelsson Sam��u��els��son, Bengt Ingemar Born 1934.Swedish physician and biochemist. He shared a 1982 Noble Prize for research on prostaglandins. , in press). From oneperspective, ICT is regarded as just one tool among many in theeducation system. Nevertheless, in many ways ICT has become part of children'severyday lives, even in preschool. One reason for this is that Swedishpreschools and schools are under the jurisdiction of the community, andmost communities have decided to include preschools when they allocate To reserve a resource such as memory or disk. See memory allocation. funding for computers. It is estimated that many Swedish preschools haveat least one or two computers to be shared among 3 to 4 units (akin toclassrooms), with some kind of technical support. Grade schools have atleast one computer for each classroom. Some preschool teachers alsoattend programs to develop their skills. Most pedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. softwareprograms for young children require high-capacity computers, but manypreschools still need computers and an Internet connection. Although ICT is strongly related to learning, there is noself-evident self-ev��i��dentadj.Requiring no proof or explanation.self-ev connection between access to technology, changes in workingmethods, and improved learning for the children (Alexandersson,Linderoth, & Lindo Lindo is a surname, and may refer to: Delroy Lindo Earl Lindo Elvira Lindo Juan Lindo Mark Prager Lindo Lindo is also an adjective in the Spanish and Portuguese languages, meaning pretty, attractive, nice, pleasant, clean. , 2001). Therefore, the following questions needto be raised: What are the conditions that would allow ICT to become atool for the kind of learning that is the goal of preschool and schoolcurricula? Can ICT be used in preschool and beyond to create alternativescenarios, thereby making it possible for a child to discern dis��cern?v. dis��cerned, dis��cern��ing, dis��cernsv.tr.1. To perceive with the eyes or intellect; detect.2. To recognize or comprehend mentally.3. somethinghe otherwise would not have? How do such factors as teachers'education, competency, and pedagogical beliefs concerning ICT andyounger children affect the likelihood of children becoming skillful skill��ful?adj.1. Possessing or exercising skill; expert. See Synonyms at proficient.2. Characterized by, exhibiting, or requiring skill. users of ICT? And why are these technological skills important for youngchildren to acquire? ICT As a Tool for Learning and Knowledge Formation Despite action undertaken by the government, Sweden is facingdifficulties in overturning the trend of too few high school studentselecting to take technical courses or those that focus on math andscience. What is interesting in this context are the results of severalstudies focusing on children's computer game use, which show thatboys and girls boys and girlsmercurialisannua. play in different ways and have different preferences(Linderoth & LantzAndersson, 2002). One conclusion from thesestudies is that introducing these games to children early on can refute re��fute?tr.v. re��fut��ed, re��fut��ing, re��futes1. To prove to be false or erroneous; overthrow by argument or proof: refute testimony.2. myths about technology being more appropriate for men, and can highlightthe importance of selecting computer games with elements that attractgirls. Therefore, an early start with computers might create a newapproach towards technology on both a general and a gender level, which,over time, will influence traditional and cultural patterns. Just as it is every child's right to become literate, he orshe should have the right to become a skillful user of ICT. Childrenshould be able to operate a computer and its functions, and experienceICT as a tool with vast possibilities for communication and informationretrieval/sharing. When considering different modes of information dissemination disseminationMedtalk The spread of a pernicious process–eg, CA, acute infection Oncology Metastasis, see there , theprinted word can be considered as limited. It represents a linear andsequential way of thinking, in which both information and narrativesbuild up to a conclusion. While such linear thinking may stimulatechildren's ability to think in logical and deductive de��duc��tive?adj.1. Of or based on deduction.2. Involving or using deduction in reasoning.de��duc ways(Hundeide, 1991), their creativity also needs to be challenged. ICT(including the Internet) gives children a medium in which informationcan be presented in both a linear and a nonlinear A system in which the output is not a uniform relationship to the input. nonlinear - (Scientific computation) A property of a system whose output is not proportional to its input. and associative as��so��ci��a��tive?adj.1. Of, characterized by, resulting from, or causing association.2. Mathematics Independent of the grouping of elements. way.Children's spontaneous spontaneous/spon��ta��ne��ous/ (spon-ta��ne-us)1. voluntary; instinctive.2. occurring without external influence.spontaneoushaving no apparent external cause. thinking uses associations; ICT challengesyoung children to associate one thing to another in creative ways(Alexandersson & Pramling Samuelsson, 1998, p. 6). Many computer programs for young children are developed so that thenatural flow is associative and not linear. Many programs, as well asthe Internet, rest on a system of links. A child can go from one link toanother, forward, backward, or in any direction the child findsinteresting and can associate to. In this way, thinking could becomemore liberated lib��er��ate?tr.v. lib��er��at��ed, lib��er��at��ing, lib��er��ates1. To set free, as from oppression, confinement, or foreign control.2. Chemistry To release (a gas, for example) from combination. and creative since the answer to a question can vary,depending on where and from what perspective the child finds theinformation. Swedish children's television programs have respondedto this style of thinking, shifting the emphasis from a linear view oflearning to one of associations. Teachers' Education and Views of Children and Childhood Preschool and school activities are the product of a complexcombination of teachers' formal education, competence, theoreticalknowledge, practical experience, and general view of children'sbehavior. Teachers' pedagogical beliefs about the importance anduses of ICT for children are embedded Inserted into. See embedded system. in their views about anappropriate childhood. Unfortunately, preschool teachers have a tendencyto value their own childhood experiences as being the best (Sommer Sommer is a surname, from the German and Danish word for the season "summer".It may refer to: Alfred Sommer (ophthalmologist) (born 1943), American academic Ant��nio de Sommer Champalimaud Barbara Sommer (born 1948), German politician (CDU) ,1997). ICT can be perceived as a threat to an idealized i��de��al��ize?v. i��de��al��ized, i��de��al��iz��ing, i��de��al��iz��esv.tr.1. To regard as ideal.2. To make or envision as ideal.v.intr.1. and romanticview of childhood (Sandberg For the Hall of Fame Chicago Cubs 2nd baseman, see Ryne Sandberg. For the Sandberg hill in the district of Hollabrunn in Lower Austria, see Sandberg Celtic city and Platt, Austria. & Pramling Samuelsson, in press). ICThas not been used as a general tool within education for more than a fewyears, and so it is still struggling for acceptance. Most preschoolteachers, except the ones who are recent graduates, have very littleexperience with using computers, both in their private and professionallives. This could explain some resistance towards the technology itselfand a reluctance to learn it. ICT has its own particular discourse and is embedded in conceptsthat could be unfamiliar to the nonuser non��us��er?n.One who refrains from the use of something, as of narcotic drugs or alcohol. . At the same time, it is part ofthe everyday language for those who use computers and E-mail in theirown education and work. The acceptance of ICT also raises questionsrelated to knowledge and values. Whether or not teachers consider theuse of ICT to be positive or negative, however, it is here to stay.Therefore, teachers might not only need help learning how to use ICT,but also need to experience its advantages and unique qualities, andunderstand the limitations they will face if they do not learn to useit. What Does It Take To Develop a Technology-Literate Child? Pramling Samuelsson and Asplund Carlsson (in press) claim that apedagogical perspective of learning should be regarded as separate froma perspective of psychology and sociology. They argue that the mainfocus should not be on a description of how things are, but rather onwhat education should contribute to a child's learning process.Incorporating this idea into a perspective of ICT means that technologyshould be seen in the light of how it ought to be used as a tool topromote learning, in relation to the overall goals for preschools andschools. From a pedagogical perspective of quality, we will discuss how theprocess of acquiring the technology, and helping children becomeconfident users of that technology, depends on several aspects ofquality education settings, as well as on the social and cultural valuesand traditions in the Swedish society. Aspects of educational practiceand values for learning are inseparable in��sep��a��ra��ble?adj.1. Impossible to separate or part: inseparable pieces of rock.2. Very closely associated; constant: inseparable companions. , influencing and constantlyinteracting with one another; together, they shape children'spotential to become skillful users of ICT. Therefore, a school'slevel of pedagogical quality is the result of how those aspects are madeto interact with one another in promoting a child's learning anddevelopment in the area of ICT (for further definition of pedagogicalquality, see Sheridan, 2001). Those aspects of quality can be described from three perspectives(Karrby, Sheridan, Giota, Daversjo Ogefelt, & Bjorck, in press). Thestructural perspective concerns the physical and material resourcesrelated to ICT. The child's perspective concerns how childrenexperience and handle ICT, and for what uses. Several studies show thatchildren, both in preschool and school, experience ICT as play and treatit as such (Alexandersson, Linderoth, & Lindo, 2001; Klerfelt, 2002;Klerfelt, Gustafsson, Mellgren, & Pramling Samuelsson, 1999a, 1999b,1999c; Linderoth, 2002; Linderoth & LantzAndersson, 2002; Nielsen& Nielsen, 1998; Papert, 1998). Finally, the didactic di��dac��ticadj.Of or relating to medical teaching by lectures or textbooks as distinguished from clinical demonstration with patients. perspectivefocuses on how teachers interact with the children to promote learning.Children's ICT learning is significantly affected by teachers'pedagogical awareness, education, and ability to meet each child'sinterests and support, stimulate, and challenge their learning, throughICT, in the direction of the overall goals (Pramling Samuelsson &Sheridan, 1999; Sheridan, 2001). Certain conditions characterize different levels of pedagogicalquality in the area of ICT. First, we would like to emphasize that onecannot separate ICT as a tool and ICT as content. These aspects are veryclosely linked. As Nielsen and Nielsen (1998, p. 27) say: Focus must be on "the content of learning" and not on"the technique as such," since we know that the choice ofhard- and software determines what possible learning can take place,what content the learner gets, how it is organized, and not least whatare the mediated me��di��ate?v. me��di��at��ed, me��di��at��ing, me��di��atesv.tr.1. To resolve or settle (differences) by working with all the conflicting parties: messages about the "nature" of the technologyand its possible usefulness in the teaching. (Authors' translation) A Low Level of Quality. From a Swedish perspective, the lowestlevel of quality related to ICT in education settings is when only onecomputer is made available for children to use, either individually ortogether, at the teacher's discretion. The computer might besituated in a special room or corner that does not attractchildren's attention. Typically, only a few software programs areavailable, with limited access. The children seldom use the computer,nor do the teachers encourage its use. Observations and studies ofquality in preschools, combined with interviews with children and theteachers, confirm that such classrooms exhibit a low level of quality,even if no research into its frequency of use has been conducted(Karrby, Sheridan, Giota, Daversjo Ogefelt, & Bjorck, in press). The first step in becoming a skillful user of ICT requires thatcomputers and software programs be available within each classroom, thatthe children are allowed to explore the functions of both the generaltechnology and specific programs, and that the teachers show them how touse and handle them. Several studies show that many teachers feeluncomfortable handling information and communication technology(Klerfelt, Gustafsson, Mellgren, & Pramling Samuelsson, 1999c), andthey must dedicate ded��i��cate?tr.v. ded��i��cat��ed, ded��i��cat��ing, ded��i��cates1. To set apart for a deity or for religious purposes; consecrate.2. significant time and effort learning basic functionswhen computers first are installed (Rosen, 2002). At the lower level ofquality, teachers often take a controlling and instructing role--partlyto ensure that all of the children have equal opportunities to use thecomputer (Alexandersson, Linderoth, & Lindo, 2001; Linderoth &LantzAndersson, 2002). Many Swedish education settings have achieved only this lower levelof pedagogical quality. Some teachers stop engaging themselves once thechildren are self-sufficient and have learned the basic ICT skills. A Good Level of Quality. In Sweden, the market is flooded withsoftware programs directed toward specific educational use, and designedto challenge children's creativity. Digital cameras are also beingused more and more frequently for advanced digital documentation ofchildren's learning and activities in preschools and schools (fordigital documentation, see Forskolan Persgard, 2002). The most-usedprograms in Swedish preschools and schools are so-called prefabricated pre��fab��ri��cate?tr.v. pre��fab��ri��cat��ed, pre��fab��ri��cat��ing, pre��fab��ri��cates1. To manufacture (a building or section of a building, for example) in advance, especially in standard sections that can be easily shipped and pedagogical programs, in which children are supposed to learn specificknowledge or develop certain skills and abilities, such as amathematical understanding or the function of different ecosystems.Multimedia programs, which allow children to express and create theirown experiences in text, sound, and pictures, are mostly used incombination with various research and/or development projects such as ITin School (ITiS) (Ministry of Education and Science, 2000) and CreativeComputing Creative Computing was one of the earliest magazines covering the microcomputer revolution. Published from 1974 until 1985, Creative Computing covered the whole spectrum of hobbyist/home/personal computing in a more accessible format than the rather (Klerfelt, 2002; Klerfelt, Gustafsson, Mellgren, &Pramling Samuelsson, 1998, 1999a, 1999b). Many educators are reluctant to include computer games in theclassroom, regarding them with skepticism skepticism(skĕp`tĭsĭzəm)[Gr.,=to reflect], philosophic position holding that the possibility of knowledge is limited either because of the limitations of the mind or because of the inaccessibility of its object. (Klerfelt, Gustafsson,Mellgren, & Pramling Samuelsson, 1998,1999a, 1999b). We, however,strongly recommend using computer games as part of education. Whileplaying these games, a child cannot help but learn different skills andknowledge within a broad area, even if learning becomes secondary to theaim of completing the task (Linderoth, 2002). In their modern fashion,games represent the old activity of play; as an educational tool, theyheighten height��en?v. height��ened, height��en��ing, height��ensv.tr.1. To raise or increase the quantity or degree of; intensify.2. To make high or higher; raise.v.intr. children's motivation while enhancing their capacity tounderstand and critically analyze systems, cause and effect, ecosystems,scientific and economic phenomena, human needs, and various models ofsociety. They also provide training in skills such as driving a car,making decisions, and learning to cooperate, while offering insight intothe unknown, the past, and the future through virtual worlds (Linderoth,2001). At a good level of quality, children communicate, discussstrategies, solve problems, and have fun together while they use bothgames and educational programs. The children's behaviordemonstrates that they find their computer use to be meaningful.Children at these ages are concerned about fairness and so take turnsusing the computer, following the clock very carefully to make sure thateach child gets his or her time at the keyboard. They often stand inline to use the computer, and many of the children ask the teacher ifthey can play with it, What is significant and interesting is that theytalk about the content as if it were games. The children know that oneeither cooperates or competes, depending on what kind of game it is.Sitting together in front of a computer, children behave as they do inplay--they help each other, negotiate, support, plan together, etc.Children as young as 5 and 6 years old (sometimes even younger)cooperate, collaborate, and tutor TUTOR - A Scripting language on PLATO systems from CDC.["The TUTOR Language", Bruce Sherwood, Control Data, 1977]. each other while using the computer.Such patterns of behavior seem natural with the computer, although theyare much more limited when children solve problems with paper and pencil(Alexandersson et al., 2001). Children also develop different strategieswhile learning to handle the computer and/or different programs. Theyask friends, experiment, guess, move the mouse aimlessly aim��less?adj.Devoid of direction or purpose.aimless��ly adv.aim , use helpfunctions, and explore by themselves or together with friends(Alexandersson et al., 2001). Studies show that different factors steer steercastrated male cattle beast over a year of age. See also bullock, buller steer.steer bullingsee bulling.steerMedtalk verb children's owncreative production of games, such as their experience with thetechnology, literature, media, actual conditions, and availableresources, including the program's possibilities and limitationsfor producing the game. In the process of producing the game, very youngchildren learn to handle various computer programs and even programsthat are designed for grownups, like Photoshop. Children's previousexperiences also are influential if the child's attention is drawnto the task or towards the structure of the game, which means thatchildren can be using a program without reaching an understanding of itscontent (Alexandersson et al., 2001). To learn specific content by usinggames requires different aspects of the game be experienced asrepresentations of phenomenon and not as objects of their own; here, therole of the teacher becomes crucial. The teachers' interaction andguidance is critical if a child is to transfer gained knowledge to realproblems, systems, and phenomena. Most Swedish preschool teachers have an academic education, whichfocuses on children's development and learning from theoretical andpractical perspectives. During their education and in their practicalwork, most teachers develop a deep knowledge of how children learn, buthave little experience of how the ICT technology is or can be related tochildren's learning. ICT fits into established theory, however. Forexample, according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. education theories, it is better for the child touse more senses while learning. ICT makes it possible to communicatewith the written word by itself and/or combined with sounds andillustrations. At this level, the teacher encourages children to send E-mail, touse the Internet for information searches, and to write and illustratetheir own stories on the computer. Several studies show that interactionand guidance from the teacher is critical for helping young childrencreate technically advanced stories that are animated and incorporatesound (Klerfelt, 2002; Klerfelt et al., 1999b). However, experience fromthe ITiS project and other studies show that instead of recording thevoices of children while documenting their pictures or drawings,teachers more often write what the child says and scan the text(Klerfelt et al., 1999b). It is also the teacher's responsibility to createpossibilities for children to use computers, both by themselves andtogether with peers. Children have a need to express their experiencesand must be able to do so, using computers to communicate with bothadults and their peers. Cooperation and learning together with peersstimulate both dialogue and reflection, and collaboration Working together on a project. See collaborative software. betweenchildren stimulates exploration and experimentation (Damon & Phelps,1989). It is also important for a child to be able to make his or herown reflections, interpretations, and judgments. During all of theseactivities, teachers must engage themselves to make sure that childrenput words to their own learning processes and develop an ability toexpress what they see, hear, and feel (Alexandersson & PramlingSamuelsson, 1998). Many Swedish preschools have reached this good level of quality.Still, at this level the computer is not an integrated part of otheractivities in preschool, and its uses can be described as learning bydoing various activities with the computer, compared to learning throughthe computer (Alexandersson et al., 2001). A High Level of Quality. To be truly skillful users of ICT,children must develop a critical attitude and an ability to evaluateprograms and the information presented through them. From a Swedishperspective, a very high level of quality would represent children usingcomputers and ICT equipment throughout the day as a multifunctional toolthat is integrated with other activities and themes. At a high level of quality, the children learn through the computerand from each other while using a variety of programs or creating theirown. They explore new topics, are creative in their search forinformation on Web sites, ask questions, and express their reflectionsand feelings. With help from the teachers, they learn to discern betweenwhat is realistic and what is impossible in the real world, yet possiblein the virtual world (Alexandersson et al., 2001). The children focus onunderstanding various phenomena as well as controlling and masteringfunctions of different programs. At this high level of quality, teachers interact with and guide thechildren. They create possibilities in which ICT can be used to supportchildren in developing new experiences and to expand their understandingof the world. The teacher starts by reviewing what is known to thechildren; he or she moves on to the unknown by directing thechildren's attention towards a variety of images and relating themto real situations and phenomena, and then encouraging them to reflectabout unique characteristics, patterns, similarities, etc. The most important goal for the teacher is to help childrenexperience the technology as a communication and information tool withvast possibilities--to give children the motivation to explore andcreate to the edge of their and the technology's limits, therebyhelping children become good communicators, information seekers, andevaluators of content. To make ICT part of children's daily life insuch ways is a complex process that requires teachers to have a positiveattitude towards ICT. Teachers must have knowledge of the technology andof how children learn, as well as an understanding of how ICT can beused in a child's learning process. Teachers also must be able tointegrate ICT creatively with all those activities and contentstraditionally found in preschool and school. At this time, such a level of pedagogical quality related to ICT isseldom reached within Swedish preschools and schools for youngerchildren. Conclusions From a Swedish pedagogical perspective of quality, ICT should beregarded primarily as a tool--one that can be used in many ways and fordifferent purposes. A computer should extend children'sunderstanding of various phenomena and experiences, as well as provideenjoyment in itself. What is significant from a Swedish perspective isthat ICT should constitute one aspect of a rich and diverse earlychildhood educational program, no more and no less than all otherexisting activities. It is also critical that ICT be integrated ineveryday activities and not be considered something separate. ICTalready is part of most children's daily worlds, and will continueto be so in the future. To be able to master ICT early in life is notonly a question of necessity, but also of democracy, rights, andequality; that is, there must be equal access for all children,irrespective of irrespective ofprep.Without consideration of; regardless of.irrespective ofpreposition despitebackgrounds and gender. How the context and culture of educational settings relate to ICTwill determine children's potential to learn through ICT. Severalstudies show that in preschool, computers are used in the same way asother, already existing equipment and activities (Klerfelt et al.,1999c). In a preschool or school of high quality, a computer becomes yetanother resource, while in low-quality educational settings it is seldomused. Therefore, the influence of a computer does not incite To arouse; urge; provoke; encourage; spur on; goad; stir up; instigate; set in motion; as in to incite a riot. Also, generally, in Criminal Law to instigate, persuade, or move another to commit a crime; in this sense nearly synonymous with abet. change, butrather confirms prevalent structures in current activities (Klerfelt, p.13). For changes to occur, professional development that focuses onteachers' general views of knowledge and learning, as well as onthe functions and benefits of ICT, is critical. For children to become skillful users of ICT, several aspects andconditions also are required. The availability and location of computersgreatly influence how they are used and how well they are integratedwith other activities. Each preschool and school must have its owncomputers and a diversity of software programs, including educational,informational, open-scale programs, and game programs. Children must beable to use both games and teaching programs in a playful play��ful?adj.1. Full of fun and high spirits; frolicsome or sportive: a playful kitten.2. and informalway. Games should be regarded as teaching programs, as they foster manyskills, including hand-eye coordination hand-eye coordinationEye-hand coordination Surgery Oculomanual synchronization, required by surgeons, especially for laparoscopic surgery. See Laparoscopic surgery, Paradoxical movement. , decision-making decision-making,n the process of coming to a conclusion or making a judgment.decision-making, evidence-based,n a type of informal decision-making that combines clinical expertise, patient concerns, and evidence gathered from , reading,writing, comprehension comprehensionAct of or capacity for grasping with the intellect. The term is most often used in connection with tests of reading skills and language abilities, though other abilities (e.g., mathematical reasoning) may also be examined. , and discerning dis��cern��ing?adj.Exhibiting keen insight and good judgment; perceptive.dis��cerning��ly adv. differences and similarities. Thestaff-child ratio is another important aspect of quality, as it affectshow teachers participate and engage with the computer and interact withthe children. The most important aspects from a pedagogical perspective of ICTquality are teachers' competence in guiding children'slearning through ICT and their attitudes toward it in preschool andschool. Learning through ICT requires knowledge of its unique qualitiesin combination with an ability to direct children's attentiontowards both content and form. Developmentally Appropriate Technologyfor Early Childhood (DATEC DATEC Dingle Agricultural and Technical College (Dingle, Iloilo, Philippines)DATEC Data Technical (AT&T Tier 2 Data Support), 2002), partly funded by the European Union European Union(EU), name given since the ratification (Nov., 1993) of the Treaty of European Union, or Maastricht Treaty, to theEuropean Community under the DGXXII CONNECT program, can be of assistance in this processfor teachers (www.ioe.ac.uk/cdl/DATEC). DATEC is a European Europeanemanating from or pertaining to Europe.European bat lyssavirussee lyssavirus.European beech treefagussylvaticus.European blastomycosissee cryptococcosis. network thatidentifies good practices and gives curriculum guidance as well asguidance for practitioners on appropriate technology education in earlychildhood. If early childhood educators This article or section is in need of attention from an expert on the subject.Please help recruit one or [ improve this article] yourself. See the talk page for details. can develop an interest in technology,the skills to use it, and an attitude for seeing the possibilities in it(i.e., to use their imagination and creativity), then preschool andschool will come a long way towards encouraging technology-literatechildren--children who can use ICT for making sense of the world aroundthem. References Alexandersson, M., Linderoth, J., & Lindo, R. (2001). Blandbarn och ochinterjScot & Irish an expression of surprise, annoyance, or disagreement datorer. (Among children and computers.) Lund:Studentlitteratur. Alexandersson, M., & Pramling Samuelsson, I. (1998). New waysof learning. A project focusing how children learn through IT. Projectapplication to the Swedish National Agency for Higher Education The Swedish National Agency for Higher Education, or H?gskoleverket is a Swedish government agency. It is in charge of inspecting and promoting higher education sector activities, through follow-up and evalutation of higher education, quality assessment, initiatives for ,Stockholm. Children's Awareness of Technology: www.ioe.ac.uk/cdl/ CHAT/ Damon, W., & Phelps, E. (1989). Strategic uses of peer learningin children's education. In T. Berndt & G. Ladd (Eds.), Peerrelationships in child development. New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Wiley & Sons. DATEC. (2002). Developmentally appropriate technology for earlychildhood, www.ioe.ac.uk/cdl/DATEC/ Forskolan Persgard. (2002). www.skolweb.vaxjo.se/forskola/persgard/ Hundeide, K. (1991). Helping disadvantaged This article or section may contain original research or unverified claims.Please help Wikipedia by adding references. See the for details.This article has been tagged since September 2007. children. Psychosocialintervention psychosocial interventionPsychology A nonpharmacologic maneuver intended to alter a Pt's environment or reaction to lessen the impact of a mental disorder. See Attention-deficit-hyperactivity syndrome. and aid to disadvantaged children in third world countries.London: Jessica Kingsley Publishers Ltd. Karrby, G., Sheridan, S., Giota, J., Daversjo Ogefelt, A., &Bjorck, A. (in press). Pedagogical Quality in School (PQS PQS - Picture Quality Scale ). A method toresearch, evaluate and enhance the pedagogical quality in school.Manuscript manuscript,a handwritten work as distinguished from printing. The oldest manuscripts, those found in Egyptian tombs, were written on papyrus; the earliest dates from c.3500 B.C. to be published in Lund: Studentlitteratur, spring 2003. Klerfelt, A. (2002). Sagor i ny skepnad--barn berattar med datorn.In R. Saljo & J. Linderoth (Eds.), Utmaningar och efrestelser, itoch skolans kultur. (Challenges and e-temptation, IT and the schoolculture.) (pp. 257-279). Stockholm: Prisma. Klerfelt, A., Gustafsson, K., Mellgren, E., & PramlingSamuelsson, I. (1998, August). Preschool teachers--children, computersand IT. Paper presented at OMEP's 22nd World Congress of "TheChild's Rights to Care, Play and Education," Copenhagen,Denmark. Klerfelt, A., Gustafsson, K., Mellgren, E., & PramlingSamuelsson, I. (1999a, August). Preschool teachers--children, computersand IT. Paper presented at EARLI EARLI European Association for Research on Learning and Instruction 99, the 8th European Conference forResearch and Learning, Gothenburg, Sweden. Klerfelt, A., Gustafsson, K., Mellgren, E., & PramlingSamuelsson, I. (1999b, March). Children create their own culture withthe aid of computers. Paper presented at NFPF's conference,Copenhagen, Denmark. Klerfelt, A., Gustafsson, K., Mellgren, E., & PramlingSamuelsson, I. (1999c, August). "What is it like to be a computerin this setting?" Children creating their own culture. Paperpresented at EARLI 99, the 8th European Conference for Research andLearning, Gothenburg, Sweden. Linderoth, J. (2001). Eleven, leken och spelet. [The pupil, theplay and the game.] www.itis.gov.se Linderoth, J. (2002). Kreativitet, mediakultur ochinformationsteknik. In R. Saljo & J. Linderoth (Eds.), Utmaningaroch efrestelser, it och skolans kultur. [Challenges and e--temptation,it and the school culture]. Stockholm: Prisma. Linderoth, J., & LantzAndersson, A. (2002). Electronicexaggerations and virtual worries. Mapping research of computer gamesrelevant to the understanding of children's game play.www.ioe.ac.uk/cdl/CHAT/pdfs/elecexagger.pdf Ministry of Education and Science. (1994/1998). Curriculum for thecompulsory Wikipedia does not currently have an encyclopedia article for .You may like to search Wiktionary for "" instead.To begin an article here, feel free to [ edit this page], but please do not create a mere dictionary definition. school, the preschool class and the after school centre.Stockholm: Fritzes. Ministry of Education and Science. (1998). Curriculum forpreschool. Stockholm: Fritzes. Ministry of Education and Science. (2000). ITiS delegationen for ITi skolan. [The ITiS delegation for IT in school.] www.itis.gov.se Ministry for Industry, Employment and Communications. (2000).Regeringens ITproposition presenteras. Sverige skall bli ettinformationssamhalle for alla. [The presentation of the SwedishGovernment IT preposition preposition,in English, the part of speech embracing a small number of words used before nouns and pronouns to connect them to the preceding material, e.g., of, in, and about. . Sweden shall become an information societyfor everyone.] www.regeringen.se Next Generation Forum. (1999). Toward the creative society. Nextgeneration annual report 1999. Kopenhamn: www.nextgenerationforum.org Next Generation Forum. (2000). Next generation annual report 2000,first draft. Fourth next generation roundtable meeting, Costa Rica Costa Rica(kŏs`tə rē`kə), officially Republic of Costa Rica, republic (2005 est. pop. 4,016,000), 19,575 sq mi (50,700 sq km), Central America. , June2000. www.nextgenerationforum.org Nielsen, L., & Nielsen, K. (1998). PEPINO pe��pi��no?n. pl. pe��pi��nos1. A spiny Andean shrub (Solanum muricatum) having bright blue flowers and ovoid, violet-purple fruits with edible, yellow, aromatic, acid flesh.2. The fruit of this plant. . Fantastisk pedagogikoch datorintegration. [Great pedagogy and computer integration.] Centrum centrum/cen��trum/ (sen��trum) pl. cen��tra ? [L.]1. a center.2. the body of a vertebra.cen��trumn. pl. cen��trums or cen��tra1. for kompetensutveckling. Hogskolan i Kristianstad. Papert, S. (1998). Familjen och natet. Hur man overbryggar dendigitala generationsklyften. [The family and the net.] Goteborg:Daidalos. Pramling Samuelsson, I. (in press). Democracy guiding principlesfor the preschool curriculum in Sweden. For publication in w.e.Sthenakis and P. Oberhuemer (Eds.), In Fruhpadagogik. International:Bildungsqualitat in blickpunkt. Munchen: ISP (1) See in-system programmable.(2) (Internet Service Provider) An organization that provides access to the Internet. Connection to the user is provided via dial-up, ISDN, cable, DSL and T1/T3 lines. , Staatsinstitut furfruhpadagogik. Pramling Samuelsson, I., & Asplund Carlsson, M. (in press). Detlarande barnet--Pa vag mot en teori. [The learning child--towards atheory.] Goteborgs universitet: Department of Education. Pramling Samuelsson, I., & Sheridan, S. (1999). LarandetsGrogrund. [The basis of learning.] Lund: Studentlitteratur. Rosen, T. (2002). Delrapport om IT--Utvecklingen inom forskolorna.[Part-time report about the IT development in preschool.] Rinkeby:Rinkeby kommun. Sandberg, A., & Pramling Samuelsson, I. (in press). Preschoolteachers' play experience--then and now. Early Childhood Research& Practice. Sheridan, S. (2001). Pedagogical quality in preschool. An issue ofperspectives. Goteborg: Acta Universitatis Gothoburgensis. Sommer, D. (1997). Barndomspsykologi. Utveckling i en forandradvarld. [Child psychology. Development in a changing world.] Stockholm:Runa. Sonja Sheridan is Ph.D., and Ingrid Pramling Samuelsson isProfessor, Department of Education, University of Gothenburg, Sweden.