Cowan, K. (2019). Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools. Media Education Research Journal, 8.2, 11-29. Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools
Cowan, K. (2019). Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools. Media Education Research Journal, 8.2, 11-29. Digital Meaning Making: Reggio Emilia-inspired Practice in Swedish Preschools
复制标题
考恩，K.（2019）。
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
K. Cowan
中科院分区：
文献类型：
--
作者：
K. Cowan
幼儿的日常生活越来越多地渗透到一系列数字工具中，这些工具正在迅速改变他们表达意义的形式。然而，在幼儿教育中使用数字媒体存在很大争议，争论往往两极分化，一方面强烈反对，另一方面肯定支持。为了认识到数字媒体在幼儿生活中的重要性，并发展尊重的教学方法，支持多种形式的意义创造，有必要从不同的角度看待问题。本文重点介绍了受雷焦·艾米利亚幼儿教育方法影响的斯德哥尔摩三所幼儿园使用数字工具的实践。这些设置使用了Reggio Emilia的“儿童的一百种语言”概念作为他们使用数字媒体的基础，从而形成了一种将数字工具与其他材料一起融入日常实践的方法。来自幼儿园的见解表明，瑞典正在培养一种早期儿童教学法，这种教学法批判性地评估了数字工具的可用性，同时考虑了它们的局限性和与其他材料的关系。通过这种方式，正在开发一种针对幼儿数字意义构建的多模式方法，促使人们考虑在瑞典以外和幼儿教育之外采用类似方法培养数字素养的可能性。
Young children’s everyday lives are increasingly permeated by an array of digital tools that are rapidly changing the forms in which they make meaning. Yet the use of digital media in early childhood education is much disputed, with debates often polarised between strongly negative rejections and unquestioning positive endorsements. Alternative perspectives are necessary in order to recognise the significance of digital media in young children’s lives and to develop respectful pedagogies which support meaning making in multiple forms. This article highlights practice with digital tools in three Stockholm preschools influenced by the Reggio Emilia approach to early childhood education. The settings used the Reggio Emilia concept of ‘the hundred languages of children’ as a foundation for their use of digital media, resulting in an approach which embraced and embedded digital tools in everyday practice alongside other materials. The insights from the preschools demonstrate ways in which Sweden is fostering an early childhood pedagogy that critically evaluates the affordances of digital tools whilst considering their limitations and relationships with other materials. In this way, a multimodal approach to young children’s digital meaning making is being developed, prompting consideration of the possibilities for similar approaches to digital literacy beyond Sweden and beyond early childhood education.
将民族志纳入数字时代早期读写能力的多模式调查
影响因子：
3.6
作者：
Flewitt R
通讯作者：
Flewitt R