You are here:

Technology and Interactive Media as a Means for Promoting Creativity and Arts-Based Learning in the Early Childhood Curriculum
PROCEEDINGS

, Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

The early childhood curriculum should provide many opportunities for young children to engage in creative experiences and arts-based learning. This paper describes the role that technology and interactive media plays in nurturing children’s creativity and describes how it is a means for arts-based teaching and learning. Early childhood theories that support this approach are shared, as they relate to recommendations for developmentally-appropriate practice. Several technology-based teaching strategies for each of the creative arts are described, along with the resources that are needed to plan developmentally-appropriate and effective creative activities across the curriculum.

Citation

Laverick, D. (2014). Technology and Interactive Media as a Means for Promoting Creativity and Arts-Based Learning in the Early Childhood Curriculum. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1865-1870). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2021 from .

© 2014 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Armisted, M.E. (2007). Kaleidoscope: How a creative arts enrichment program prepares children for kindergarten. Young Children, 62(6), 86-93.
  2. Autodesk. (2012). 123Catch. San Rafael, CA: Autodesk, Inc. Retrieved from https://itunes.apple.com/us/app/123dcatch/id513913018?mt=8
  3. Blagojevic, B., & Thomes, K. (2008). Young photographers: Can 4-year-olds use a digital camera as a tool for learning? An investigation in progress. Young Children, 63(5), 66-70.
  4. Bredekamp, S. (2011). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
  5. Byrne, R. (2012). IPad apps for school. Retrieved from http://ipadapps4school.com/2012/12/12/turn-pictures-into3d-models-on-your-ipad/
  6. Cornett, C. (2006). Center-stage: Arts-based read-alouds. The Reading Teacher, 60(3), 234-240.
  7. Gute, G., Gute, D.S., Nakamura, J., & Csikszentmihályi, M. (2008). The early lives of highly creative persons: The influence of the complex family. Creativity Research Journal, 20(4), 343-357.
  8. Laverick, D.M. (2013). Teacher work sample as evidence of the effectiveness of technology-based instruction to support striving readers. Paper presented at the 24th Annual Conference of the Society for Information Technology and Teacher Education (SITE). New Orleans, LA.
  9. Leach, J. (2001). A hundred possibilities: Creativity, community, and ICT. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education (pp. 175-194). London, England: Continuum.
  10. Loveless, A. (2003). Creating spaces in the primary curriculum: ICT in creative subjects. Curriculum Journal, 14(1) 5-21.
  11. McManis, L.D., & Gunnewig, S.B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14-24.
  12. McMunn-Dooley, C., Seely-Fink, A., Holbrook, T., May, L., & Albers, P. (2011). The digital frontier in early childhood education. Language Arts, 89(2), 83-85.
  13. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97-116.
  14. Mooney, C.G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky. St. Paul, MN: Redleaf Press. National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
  15. NAEYC. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Retrieved from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf
  16. Nilsson, M. (2010). Developing voice in digital storytelling through creativity, narrative and multimodality. Seminar.net-International Journal of Media, Technology and Lifelong Learning, 6(2), 148-160.
  17. Pavlou, V. (2009). Understanding young children’s three-dimensional creative potential in art making. International Journal of Art& Design Education, 28(2), 139-150.
  18. Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. Young Children, 67(1), 36-40.
  19. Terreni, L. (2009). A case study: How young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences. Unpublished Master’s thesis, Victoria University of Wellington College of Education, Wellington, New Zealand. Retrieved from http://researcharchive.vuw.ac.nz/handle/10063/983?show=full
  20. Terreni, L. (2010). Adding new possibilities for visual art education in early childhood settings: The potential of interactive whiteboards and ICT. Australasian Journal of Early Childhood, 35(4), 90-94.
  21. Toren, Z., Maiselman, D., & Inbar, S. (2008). Curriculum integration: Art, literature, and technology in pre-service kindergarten teacher training. Early Childhood Education Journal, 35(4), 347-333. Doi: 10:1007/s10643-007-0197-0 Acknowledgements

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read