This project aims to identify the practices enacted and shared amongst young children, their families and educators in digital society. The project is significant because, in digital society, families and educators face new demands to ensure technologies are used in the best interests of young children. Knowledge about practices in digital society informs adult decision-making using technologies with, by and for young children in the early years. The outcome is a new online tool for sharing exemplar practices benefiting Australian children, their families and educators with new resources, materials and programs in areas including digital media production, cyber-safety education, digital play and digital parenting.
2020 – 2023
This project aims to identify the practices enacted and shared amongst children, families and educators in digital society to create an online tool for empirically informed service provision about digital technology use ‘with, by and for’ young children.
Australian Broadcasting Corporation
Australian Federal Police
The Alannah and Madeline Foundation
Early Childhood Australia Inc
Raising Children Network (Australia) Limited
Professor Lydia Plowman (University of Edinburgh)
Professor Andrew Feenberg (Canada Research Chair in Philosophy of Technology, Simon Fraser University)
Professor Susan Danby (QUT; ARC College of Experts, 2015-2018)
Associate Professor Amanda Third (UWS; Expert Advisor Global Kids Online)
Dr Anthea Rhodes (Director Australian Child Health Poll, Royal Children’s Hospital)
Dr Michael Robb (Research Director, Common Sense Media USA)
Edwards, S., Nuttall., J., Grieshaber, S., & Wood, E. (2019). New Play: a pedagogical movement for early childhood education. Chapter in D. Whitebread and D. Pino-Pasternak (Eds.), The Sage Handbook of Developmental Psychology and Early Childhood Education. London: SAGE.
Edwards, S., Straker, L., Oakey, H (2019). Early Childhood Australia. Statement on Young Children and Digital Technologies. ECA: Canberra, Australia.
Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2018a). Young children’s everyday concepts about the internet: implications for cyber-safety education in the early years. British Journal of Educational Technology, 49(1), 45-55
Edwards, S., Mantilla, A., Henderson, M., Nolan, A., Skouteris, H., & Plowman, L. (2018b). Teacher practices for building young children’s concepts of the internet through play-based learning. Educational Practice and Theory,40(1), 29-50.
Edwards, S., Henderson, M., Gronn, D., Scott, A. (2017). Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre. Technology, Pedagogy and Education, 26(1), 1-17.
Edwards, S., Nolan, A., Henderson, M., Skouteris, H., Mantilla, A., Lambert, P., & Bird, J. (2016). Developing a measure to understand young children’s internet cognition and cyber-safety awareness: A pilot test. Early Years: International Journal of Research and Development 36(3), 322-335.
Edwards, S., Skouteris, H., et al. (2016). Young children learning about well-being and environmental education in the early years: a funds of knowledge approach. Early Years, 36(1), 33-50.
Mantilla, A., & Edwards, S. (2019). Young children and digital technology: a systematic review of the literature. Australasian Journal of Early Childhood.Online First: https://doi.org/10.1177/1836939119832744
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children's screen time and use of digital technology create policy and practice dilemmas. The Journal of pediatrics, 202, 300-303.
Straker, L., Mantilla, A., Edwards, S., and Danby, S. (2018). Young children and digital technology: Australian early childhood education and care sector adults' perspectives. Australasian Journal of Early Childhood, 43(2), 14-22.
Barron, B., Cayton-Hodges, G., Bofferding, L., Copple, C., Darling-Hammond, L., & Levine, M. (2011). Take a giant step: A blueprint for teaching children in a digital age. The Joan Ganz Cooney Centre at Sesame Workshop and Stanford University.
Edwards, S. (2015). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2015.1108929
Gutnick, A. L., Robb, M., Takeuchi, L., & Kotler, J. (2011). Always connected: The new digital media habits of young children. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Nuttall, J., Edwards, S., Mantill, A., Grieshaber, S. and Wood, L. (2015). The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula. Professional Development in Education, 41(2), 222-235.
Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children and Society, 24(1), 63–74.
Vandewater, E., Rideout, V., Wartella, E., Huang, X., Lee, J., & Shim, M. (2007). Digital childhood: electronic media and technology use amongst infants, toddlers and preschoolers. Paediatrics, 119 (5), 1006-1015.
Edwards S. Digital Play. In: Tremblay RE, Boivin M, Peters RDeV, eds. Pyle A, topic ed. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/play-based-learning/according-experts/digital-play. Published February 2018. Accessed February 6, 2018.
Professor Susan Edwards
Professor Leon Straker (Curtin)
Professor Andrea Nolan (Deakin)
Professor Michael Henderson (Monash)
Professor Sue Grieshaber (Monash)
Dr Andi Salamon (Charles Sturt University)
Professor Helen Skouteris (Monash)