During the spring of 2020, COVID-19 changed the landscape of early childhood education. Early childhood educators across the world adapted their prior practices to reach young children through remote engagement. The profession was not prepared for this change in learning modalities, nor were educators prepared to have the complex conversation that was about to unfold on the role digital learning plays in young children’s lives. While extensive research exists on the role of technology in early childhood education, few meaningful examples are available to support practitioners in their work with young children. Further, in early childhood, long time controversies have developed around the developmental appropriateness of digital learning with young children. The pandemic, however, forced the field to move past the controversies and to embrace the possibilities.
Long influenced by the pedagogy of the Reggio Emilia Approach in Northern Italy, the instructors in this course have a shared view that they will offer participants --the concept of “hybridization” as it relates to early childhood. Hybridization in early childhood can be defined as not simply adding digital and analog materials together, but instead giving life to something new. As the world becomes hybridized, there is a risk of this being defined without children’s voices. All children, across racial, cultural, linguistic and socio-economic backgrounds can learn when connecting analog (physical) and digital materials and technologies. At this time when digital teaching and learning has become imperative in early childhood, it is essential that hybridized analog and digital technologies be actively, critically and consciously examined alongside children.
Course instructors from University of Colorado Denver, Boulder Journey School and Portland State University and researchers from Fondazione Reggio Children - Centro Loris Malaguzzi, (Reggio Emilia), Italy, will co-create a learning space that introduces and invites participants to engage with pedagogical documentation, analog and digital materials and tools to explore concepts and practices of hybridized learning in early childhood. We will tell stories and exchange experiences of how children and adults blur boundaries between physical and digital worlds to co-create contextualized, playful, learning experiences. Course instructors, illuminating the voice of the child, will invite course participants to dialogue about hybridized, contextual learning experiences among children and adults in their own contexts.
This track is ideal for:
- Michelle Cannon, Steve Connolly, and Rebecca Parry, "Media literacy, curriculum and the rights of the child"
- Kate Cowen, "Digital meaning making: Reggio Emilia-inspired practice in Swedish preschools"
- Linda Knight, "Digital aesthetics and multidimensional play in early childhood"
- Leif Marklund and Elza Dunkels, "Digital play as a means to develop children’s literacy and power in the Swedish preschool"
- Lydia Plowman, "Digital Play"
- Debi Keyte-Hartland, "Technology in Early Childhood Education: Tools and Languages"
- Digital Landscape Atelier: The Transformation of Light—Reggio Children at the MOMA in New York
- The Digital Landscape Atelier: MOMA
- AR.Drone & MiniDrones children workshop at Centre Pompidou Museum (turn on closed caption to see English subtitles)
- Augmented Reality Museum