Balancing technology and outdoor learning: Implications for early childhood teacher educators
Journal of Early Childhood Teacher Education
; 43(3):389-405, 2022.
Article
in English
| APA PsycInfo | ID: covidwho-2303901
ABSTRACT
The integration of technology in the classroom has become commonplace in early childhood education;however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children's developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children's development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Early childhood education; Technology; Outdoor learning; Teacher education; Professional development; *Computer Assisted Instruction; *Early Childhood Development; *Education; *School Learning; *Teachers; Professional Development; Teacher Education; Training; Cognitive & Perceptual Development [2820]; Human Childhood (birth-12 yrs)
Full text:
Available
Collection:
Databases of international organizations
Database:
APA PsycInfo
Language:
English
Journal:
Journal of Early Childhood Teacher Education
Year:
2022
Document Type:
Article
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