Introduction
EBP entails a problem-solving strategy that is spearheaded by the findings of current, reliable, and valid studies. EBP in Early Childhood Education (ECE) is a process that pulls together the best accessible and available studies, data, and knowledge from experts and input from caregivers and their children to spot and offer services, analyzed and proven to accomplish positive outcomes for the children and their caregivers. The paper locates two EBP sources in ECE, synthesizes the main concepts and ideas described, and assesses strategies applied to determine the mastery of the concepts and critique.
Different EBPs
Utilization of Digital Technologies in ECE
The central concept in this article is the integration of digital technologies in early childhood learning. Gjelaj, Buza, Shatri, and Zabeli (2020) conducted a study to analyze pre-Kparents’ and teachers’ attitudes and their approaches to using digital technologies in education. The study’s purpose is to concentrate on the parents’ and educators’ approaches and attitudes on the task of digital technology supplies in the development of young children.
The study employed a mixed research method, utilizing an online questionnaire and in-depth interviews. The findings have revealed that only one out of eight early childhood instructors reported a positive attitude concerning the influence of digital expertise on children’s growth (Gjelaj et al., 2020). It implies that most teachers were against using technology in education in nurseries.
Further, most of the interviewed pre-K mentors revealed a preference for genuine tasks and play application psycho-motor skills of kids. The study results showed that most parents interviewed in early childhood proposed that their kids are open to various digital technologies, beginning from the early years of their development. The study has provided two contradictory results comprising regressive and progressive ideologies among early childhood teachers and parents concerning their strategies and perception of the application of digital tools in the development and learning of young children (Gjelaj et al., 2020). The evidence champions continuous cooperation between instructors and parents to guarantee prospects of maximization of benefits and eliminating potential risks of utilizing digital technologies in the ECE.
Additionally, the study results have conclusively shown that parents’ attitudes and approaches towards their children using digital tools are positive as they are contended with how their kids access and apply technology when at home, about the benefits comprising acquisition of technology skills, learning of English language, and general development. However, despite the many benefits, parents relate the use of technology with too much screen time, socializing issues, and physical development interruptions, while they also consider that their kids miss field activities with their peers, leading to behavior issues. In this research, parentages appear to support using digital technology in prekindergarten learning environments.
However, early childhood teachers revealed themselves distinctively concerned about working with digital technologies in the early years of learning. Most of them believe that kids, during this age, especially require interaction with their immediate environment and involvement with concrete tools such as toys. It is noted that research focused on instructors who were mainly brought up and educated during an era without using any form of digital technologies. The interviews with teachers showed that the earlier education system empowered students to learn by using physical materials to demonstrate (Gjelaj et al., 2020). Hence, their current attitudes and practices against the employment of digital technologies in nursery education are due to a lack of experience during their previous education.
Nevertheless, the researcher’s sample was not diverse regarding teachers as the majority of them comprised those who learned using previous systems of education that did not encourage any use of digital learning mechanisms. It implies that their encounter with consideration to technology is inferior. Hence, lack of experience might have influenced the educators’ attitudes, beliefs, and methods in their current work with children, with only one out of eight declaring that they had computer experience.
The study should have increased the sample to a minimum of 20 teachers from different schools. It could have better-generalized educators’ views on applying digital technology supplies in ECE. In comparison, the parents had a sample of 100 participants who presented better views on using digital technology supplies in preschool (Gjelaj et al., 2020). This leads most parents to give evidence of integrating technology in ECE as a superior practice.
Teaching and Learning Online in ECE
The second article highlights that the COVID-19 pandemic presented families and teachers with the problem of educating children online. The central concept of this article is employing digital tools for learning and training online. Therefore, Plotka and Guirguis (2022) carried out a study to explore the encounters with online education of teachers and caregivers of kids.
The study adopted a quantitative research method and involved 53 teachers and 51 parents. The findings revealed that educators and families were aligned in their objectives for ECE. The instructors rated the online atmosphere for preschool learners as substantially more effective at accomplishing the goals as parents did. Similarly, families considered online tasks less effective than educators at engaging young children in education.
In conclusion, the study showed that families and teachers agreed that an online setting successfully facilitated support and communication. Distance learning could effectively achieve some of the goals of early childhood learning, although not all of them (Plotka & Guirguis, 2022). Further, there is little research on how online education has effectively resolved the goals of instructors and families.
However, distance education has grown in the United States and globally even before the pandemic. The number of learners attending online school has increased significantly. For instance, in 2013, 31 states had fully online schools. In addition, preschool online instruction has become more common worldwide, mostly in developed nations. Some programs promote ECE through online learning, such as the Upstart initiative, which offers online preschool guidance for many children in the US (Plotka & Guirguis, 2022). The extent of online instruction is projected to be more typical in the future. The pandemic lessons learned have helped to inform future EBPs related to online education in preschool.
Nonetheless, the research has presented its findings based on digital learning for preschool excellently based on the participants involved. The researchers in this article managed to use a sample of 104 that comprised 51 parents and 53 preschool mentors who taught kids online because of the pandemic (Plotka & Guirguis, 2022). It was part of the more significant research that explored the influences of distance learning. However, the researchers failed to diversify as all participants lived in a large metropolitan region in the US. Hence, the findings could not depict the representation of preschool children, parentages, and mentors in rural areas.
Nonetheless, the teachers and caregivers revealed that the virtual learning setting was ineffective at fulfilling their goals, such as play and socialization, which are most significant in ECE. Even though educators consider virtual learning more actual than parents when supporting childcare needs, it helps them make friends and interact with other kids positively. The researchers have presented the concepts in terms of benefits and shortcomings based on collected data to make well-informed decisions on distance learning practice in ECE.
How These Concepts Can Transform My Teaching Practice
The EBPs based on the use of digital technologies in ECE and integration of online education in ECE present best practices for early childhood learning. This aligns with the growing technology and changing lifestyle patterns across the world. Using digital education technologies in teaching would help me offer my kids new avenues for engaging in attractive and applicable play, communication, learning, development, and exploration.
Through technology, young children will learn more activities such as painting and visual literacy, problem-solving, creativity, digital animation, music learning, and playful application of technology, which may not be accomplished in traditional learning systems (Gjelaj et al., 2020). Further, online learning practice in preschool will aid me in teaching young children their preferences and engaging even with their parents at home during homework. Hence, learning is supported by both teachers and parents through distance education. This will help me to improve the performance of my students.
Conclusion
Despite the results of applying digital technology in ECE being debatable because of mixed responses as most parents support it, while educators are arising from children’s experience with digital technologies, it is the best practice that should be implemented in the future through detailed considerations. Further, the online learning approach in ECE is being considered a future prospect because of the changing patterns in the mode of life and technological advancement. Therefore, both EBPs have shown significant application in my teaching practice for better student outcomes.
References
Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165-184. Web.
Plotka, R., & Guirguis, R. (2022). Distance learning in early childhood during the COVID-19 crisis: Family and educators’ experiences. Early Childhood Education Journal. Web.
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