Children’s digital competence in early childhood education: A comparative analysis of curricula
Sini Kontkanen 1 * , Susanna Pöntinen 1 , Sarika Kewalramani 2 , Nikolai Veresov 3 , Sari Havu-Nuutinen 1
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1 School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland, FINLAND2 School of Social Sciences, Media, Film and Education, Department of Education, Swinburne University of Technology, AUSTRALIA3 Faculty of Education, Monash University, AUSTRALIA* Corresponding Author

Abstract

Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 1, Article No: em2215

https://doi.org/10.29333/ejmste/12798

Publication date: 06 Jan 2023

Article Views: 2167

Article Downloads: 1416

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