Early Childhood Teachers’Perspectives on Technology Integrated Curriculum and Play

• Main Authors: Shiang-Jiun Lin, 林香君
• Other Authors: Poh-Hwa Liang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/33663086619356770785

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 100 === With the rapid development of information technology, there are more and more opportunities for young children in their daily lives to expose to information technology equipment, such as computers, media players, smart phones, digital cameras, etc. For the early childhood curriculum, early childhood education publication businesses also release teaching materials, such as e-books, interactive CD-ROMs, etc. For young children, information technology is no longer only a tool but also the path converging toward the world as well as the best way to quickly acquire new knowledge. In addition, in the process of child development, children play have a major impact on development such as cognition, action and socialization. Therefore, this study uses the qualitative research method, interviewing fifteen early childhood teachers to explore early childhood teachers’ perspectives for the use of information technology and play of young children and analyze if there are similarities and differences between information technology and play of young children. Research results are as follows: 1.The perspectives of early childhood teachers support games of young children and regard them as multiple roles. 2.There is difference in the perspectives of early childhood teachers for young children’s uses of information technology. 3.Early childhood teachers think that young children play and use information technology out of curiosity.