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Maya Robinson-Kennedy.
Full reference: Robinson-Kennedy, M. (2019). Screens or no screens: Understanding young children’s use of digital technologies. NZ International Research in Early Childhood Education Journal. Special issue presenting early childhood position papers, 22(2), pp. 18 – 25.
Page 18
Original Posit
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Who is Who and Does What in Relation to the ECE Sector & Contacts Teacher Organisations and Associations NZEI – Union for the industrial interests
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Teacher-Researcher Partnership and Research Collaborations. By Margaret Turnbull and Helen Dixon. NZ Research in Early Childhood Education journal, Vol. 9, 2006, pp. 91-103
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A collaborative research initiative was established between early childhood centre staff and teacher educators from a tertiary institution. The aim of the resear
Oppositional Defiant Disorder is a behavioural disorder that results in negative and hostile behaviour from a child.
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May 30, 2016. Early childhood education workers are suffering from stress, physical injuries and bullying according to the results of a survey. The Survey of
Research with Children – The Meaning of Children’s Experiences and Views. Karen Liang Guo.
Published in the NZRECE Journal, Vol, 13, 2010, 101-112.
Abstract: Drawing on a qualitative research study this paper explores the aspect of ascribing meanings in research. It presents an example of research with young children which illustrate
Full reference: Davis, T. (2025). Exploring educator and parent perceptions of the impact of digital technologies on young children’s physical literacies. NZ International Research in Early Childhood Education Journal, 27, pp. 31-42.
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ABSTRACT:
Digital technologies are increasingly present in early childhood settings, raising questions about their effects on young children’s physical literacy development. Physical literacy – encompassing physical competence, confidence, motivation, and understanding to engage in physical activity – is crucially developed in the early years. This article reports on a doctoral research project exploring how educators and parents perceive the impact of digital technology use on the physical literacies of children from birth to five years. A literature review highlights international and Australasian perspectives on digital technology integration in early childhood education and the concept of physical literacy in the early years, revealing a gap in research on stakeholder perceptions at this intersection. Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory provide the theoretical framework, situating children’s technology experiences within layered environmental contexts and sociocultural interactions. A qualitative, interpretive case study with a phenomenological lens is proposed, using semi-structured interviews with educators and parents in an Australian kindergarten and a long day care centre. The article argues that understanding adult perceptions can support more intentional, balanced integration of digital technologies.
Key words: Digital technologies; physical literacy; teacher perceptions; parent perceptions.
Do Men Teach Differently? February 28, 2013. Prof. Dr. Holger Brandes from the University of Applied Sciences in Dresden, Germany, along with Markus Andrä, Wenke
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