Digital Skills in Early Childhood Education and Pre-primary Education – Why Should We Focus on Them?

Digitalisation and the use of various new technologies have increased rapidly in society over the past few years. Mobile phones and email now seem almost ancient, social media channels are a part of our daily lives, and in recent years, remote work has pushed people to use platforms like Teams and Zoom. Artificial intelligence and related applications are present in the media almost daily. 

Digitalisation and technological development have also created new pressures and considerations for the skill requirements of teaching and early childhood education staff. What skills should children learn? What role do early childhood educators play in this process? 

DIGITALISATION AS PART OF EARLY CHILDHOOD EDUCATION AND PRE-PRIMARY EDUCATION

The Finnish Ministry of Education and Culture launched the New Literacies development programme for 2020–2023, aimed at strengthening the digital skills of teachers in early childhood education and pre-primary education, promoting low-threshold learning, and ensuring Finland’s position among the top countries in digital skills. 

“But does digital technology really have to be everywhere? Can’t we just leave children alone?” many may think. 

All new developments can sometimes evoke both enthusiasm and scepticism. That is why it’s important to have ongoing discussions about the responsible use of various technologies and to conduct research on these topics. This is particularly crucial in early childhood education, as children are uniquely susceptible to the influences adults provide. For children, everything is new and fascinating, whether it’s a traditional book, building blocks, a tablet, or a smartphone, and they absorb influences from their surroundings like sponges. 

Despite the rapid pace of change in the world, the goals for early childhood education and pre-primary education have remained the same: supporting each child’s development, well-being, learning and growth. Many pedagogical practices still form a solid foundation for early childhood education. 

At the same time, early childhood education should equip children with skills to navigate the future, supported by responsible and age-appropriate digital knowledge. This, in turn, requires new skills from the experts in early childhood education. 

Digitalisation and new literacies do not mean abandoning the old but rather expanding children’s text and technology skills. The goal is not to force digitalisation into children’s lives but to integrate existing technological tools into everyday routines in a way that best supports the goals of early childhood education and pre-primary education. 

LEARNING DIGITAL SKILLS AS TOOLS FOR RESPONSIBLE USE OF TECHNOLOGY

HY+ has developed a training programme based on the latest research for professionals in early childhood education and pre-primary education, aiming to provide them with the skills to support future generations in the best possible way. The training has been designed using experiences and best practices from municipalities involved in the New Literacies programme, offering diverse digital skills training for teachers working in early childhood and primary education. The focus is on creating content creatively with children, which also strengthens children’s own agency and educational equality. 

The training features leading experts in the field, such as Associate Professor of Multiliteracy and Digital Text Skills, Pekka Mertala from the University of Jyväskylä, doctoral researcher Sini Davies from the University of Helsinki, and digital coordinator Laura Koponen, an experienced trainer in digital pedagogy. 

The programme also includes several case examples from daycare centres that have incorporated digital tools into various daily activities, such as using QR codes on nature walks, creating stop-motion animations, or interactive storytelling. 

SUMMARY

Digitalisation and digital environments have transformed learning and interaction in many ways: they have enabled the use of a broader range of learning materials, more diverse communication and collaboration, learning that is not tied to time and place, and new opportunities for fostering creativity and innovation. At the same time, discussions have arisen around issues like privacy, digital security, inequality, and challenges in maintaining focus. Digitalisation itself is neither good nor bad; what matters is its purposeful use. 

If you need support in enhancing digital skills within your own work community, don’t hesitate to reach out. We also offer tailored training for different organisations and communities! 

Text by: Laura Maijala, Development Specialist

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