Contemporary issues are events, ideas, opinions or topics in a given subject area that are relevant to the present day. In the area of early childhood education, contemporary issues are issues that have come to light recently and are relevant to the present day. ICT is becoming a ubiquitous component of the physical and social worlds occupied by young children. It is an important part of the private and work lives of most people, including those who support young children’s learning and development, whether as parents, family members, caregivers, or early childhood educators. It is often argued in the literature that children’s early childhood education experiences should reflect and connect with their experiences in the wider world. Therefore, ICT matters in early childhood education, because it already has an effect on the people and the environments that surround young children’s learning and well-being. There is strong consensus across the literature that, it is timely for the role and potential of ICT for the early childhood education sector to be critically examined, to guide future development and decision-making in this area. Since the inception of early childhood education program in 2004, there have several subjects of concern to ensure the effectiveness of the program and since the modern world is fast-paced and dynamic, these issues keeps coming into light and as early childhood stakeholders we cannot forgo these issues without discussing its relevance and effectiveness in advancing early childhood education in Ghana.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Why ICT is a contemporary issue in early childhood education
- Relevance of ICT to early childhood education in Ghana
- The use of ICT provides a context for collaboration, co-operation, and positive learning experiences between children, or between children and adults.
- ICT provides a variety of ways for children to weave together words, pictures, and sounds, thereby providing a range of ways for children to communicate their ideas, thoughts, and feelings.
- Case studies show how ICT can be used to support aspects of learning, including language development and the development of mathematical thinking.
- ICT also provides unique opportunities for scaffolding and supporting learning for children with special learning needs, and children from culturally or linguistically diverse backgrounds.
- ICT also presents opportunities for sharing and exchange of information between different services and agencies involved in children's care and education.
- One of the most common uses of ICT in early childhood education settings relates to documentation of children's learning.
- ICT strengthens and support family involvement in children's learning.
- How ICT can be made useful and effective in the advancement of early childhood education in Ghana.
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This text explores the role of information and communication technology (ICT) in early childhood education, particularly focusing on the Ghanaian context. The author critically examines the relevance, usefulness, and effectiveness of ICT in promoting learning and development among young children.
- The growing presence of ICT in children's lives and its implications for early childhood education.
- The potential benefits and risks of integrating ICT into early childhood settings.
- Specific ways in which ICT can enhance learning, communication, and family involvement.
- Challenges and opportunities for implementing ICT effectively in Ghanaian early childhood education programs.
- Recommendations for policymakers and practitioners to leverage ICT for positive learning outcomes.
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction establishes the context for the discussion by defining contemporary issues in early childhood education and highlighting the increasing relevance of ICT in young children's lives. It argues for the need to critically examine the role of ICT in this sector.
The section "Why ICT is a contemporary issue in early childhood education" explores the growing recognition of the diverse ways ICT can contribute to early childhood experiences. It examines the shift in focus from computer use to other forms of ICT, and highlights the potential of ICT to support learning, communication, and relationships.
The chapter on "Relevance of ICT to early childhood education in Ghana" delves into specific examples of how ICT can benefit young learners in Ghana. It outlines seven key areas, including promoting collaboration, fostering communication, supporting language and mathematical development, providing scaffolding for diverse learners, facilitating information sharing, documenting learning, and strengthening family involvement.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this text include: Information and Communication Technology (ICT), early childhood education, contemporary issues, collaboration, communication, language development, mathematical thinking, special learning needs, family involvement, and professional development.
- Quote paper
- Seth Badu (Author), 2018, Innovative Communication Technologies in Early Childhood Education and Related Issues, Munich, GRIN Verlag, https://www.grin.com/document/420547
