It's Not the Screen Time: Preservice Teachers Propose Solutions for Early Childhood Digital Learning

• In Event: Home, School, and Workforce Issues During COVID-19

Abstract

This instrumental case study of a teacher education program approaches the result of COVID-19 stay at home orders as an opportunity to consider the possibilities of digital learning for young children. As an alternative to early fields placement, students worked online with children between the ages of 5 and 8. The student teachers courses thus far had a strong focus on child centered pedagogy and play based learning. Through reflection and individualized planning, the student teachers create developmentally appropriate lessons that were highly engaging for the children. Data collected for this study on developmentally informed e-learning practices has taught us that child centered pedagogy and play based learning can powerfully inform developmentally appropriate online learning for young children.

Authors

• Kutasha Iliana Silva, University of Illinois at Urbana-Champaign

• Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

• Ana Aracelly Olguin, University of Illinois at Urbana-Champaign