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Transforming Early Childhood Language Pedagogy
Blandina Manditereza ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This book chapter is a qualitative literature review for early childhood teachers on changing how language is taught to young children. It argues that digital literacies are now part of education and that teaching should move from traditional to digital approaches. It links this to Sustainable Development Goal 4.2 on access to quality early childhood development, care and pre-primary education. It uses a narrative approach and the Technology Acceptance Model to look at how users react to technology used for language learning.
Key points
- Global trends have made digital literacies a firm part of education sectors.
- Historical trends in literacy education for young children reflect an interplay of educational theories, societal needs and technology.
- Moving from traditional to digital pedagogy supports SDG 4.2 on quality early childhood development and pre-primary education.
- The study is a qualitative narrative literature review using the Technology Acceptance Model.
Limitations
Only the abstract is available, so no findings, sources reviewed, or specific countries are given. As a narrative literature review, it does not test whether digital pedagogy improves children's language outcomes.
Abstract
Global trends have set the pace for digital literacies to become entrenched in education sectors; hence, we need to rethink and transition our pedagogical practices to cater for societies' demands and the ever-evolving learners' needs. This chapter reports on the literature review study to inform early childhood teachers about transforming teaching practices in early childhood language development contexts. Since the historical trends in literacy education for young children reflect a dynamic interplay between educational theories, societal needs, and technological advancements. Transitioning from traditional pedagogical practices to digital pedagogy accommodates Sustainable Development Goal (SDG) 4.2, which promotes all girls and boys having access to quality early childhood development, care, and pre-primary education. This qualitative literature review-based study focuses on the narrative approach that applies the Technology Acceptance Model (TAM) to gain insights into user reactions to the technology adopted for language learning in early childhood language learning contexts.