The Future of Early Childhood Education

$195.00$293.00

David Pérez-Jorge  – University of La Laguna, Spain
Eva Ariño Mateo, PhD – University of Valencia, Spain
Miriam Gonzalez Afonso, PhD – University of La Laguna, Spain
Sara Rodríguez Hall – University of La Laguna, Spain

Series: Advancements in Learning and Instruction
BISAC: EDU023000; EDU010000; EDU029000
DOI: https://doi.org/10.52305/UQZJ2504

This book provides a comprehensive, in-depth multidisciplinary perspective on early childhood education, linking five fundamental dimensions from child health and development to early childhood professionalism and inclusion in education. The editors discover how the digital environment and health education can create new spaces and opportunities to promote children’s comprehensive development from an early age, thereby laying the foundation for their happiness and correct learning. This book is an invitation that will not only inspire the hearts of educators and parents but also ignite a spark of curiosity and love for learning in the children who are the true protagonists of this story.

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Table of Contents

Preface

Biographical Sketches

Prologue

Introduction

Chapter 1. Child Development in the Digital Context
M. I. Simón González and M. E. Conde Miranda
Department of Developmental and Educational Psychology, University of La Laguna, La Laguna, Santa Cruz de Tenerife, Spain

Chapter 2. Promotion of Children’s Dental Health from the Early Childhood Education Stage
A. I. Contreras-Madrid¹, R. Melwani-Sadhwani¹, and E. R. Alonso-Agustín²
¹University Fernando Pessoa Canarias, Las Palmas de Gran Canaria, Spain
²Department of Education of the Government of the Canary Islands, Las Palmas de Gran Canaria, Spain

Chapter
3. Teaching Spanish Language and Literature in Kindergarten: The Use of Technology
C. Morales, N. Suárez-Rubio, and C. Á. Perdomo-López
Department of Specific Didactics, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 4. New Technologies and Stereotypes in Early Childhood Education
A. Santos-Álvarez¹ and A. I. González-Contreras²
¹Canary Islands Health Research Institute Foundation (FIISC), Evaluation Service of the Canarian Health Service (SESCS), Spain
²University of Extremadura, Badajoz, Spain

Chapter 5. The Preschool Education Teacher as a Mediator of Reading: Habits and Beliefs about the Didactic Use of the Library
C. Á. Perdomo-López and Z. Plasencia-Carballo
Department of Specific Didactics, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 6. New Teaching Approaches: Tailoring Activities to the Needs of the Mind
C. G. Amata, F. M. Boccaccio, and C. Pirrone
Department of Educational Sciences, University of Catania, Italy

Chapter 7. The Perry Preschool Program: Model or Atypical?
G. Driessen
Driessen Research, Malden, The Netherlands

Chapter 8. Early Childhood Education Facing the Challenge of Peace for an Uncertain Future
E. Molina-Fernández¹, R. Burgos-Jiménez¹, and J.-L. Parejo²
¹Department of Pedagogy, University of Granada, Granada, Spain
²Department of Pedagogy, University of Valladolid, Segovia, Spain

Chapter 9. Affectivity Concerning the Commission of Errors in Mathematics in Trainee Teachers Studying Double Degrees
J. Garcia-Mointalban, B. Garcia-Manrubia, and I. Méndez
University of Murcia, Murcia, Spain

Chapter 10. Affective Necessities and Learning. Contributions from Relational Psychomotricity
J. Sánchez-Rodríguez, T. Morillo-Lesme, and R. González-Hernández
Department of Didactics and Educational Research, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 11. The Use and Development of Computational Thinking in Early Childhood Education. Results and Implications: A Systematic Review
M. C. Martínez-Murciano and D. Pérez-Jorge
Department of Didactics and Educational Research, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 12. The Impact of Cochlear Implantation on Educational Inclusion in Early Childhood Education: Perceptions of Educators
M. C. Rodríguez-Jiménez
Department of Didactics and Educational Research, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 13. Influencers as a Teacher of Reference in Music Didactics in Early Childhood Education
P. Hernández-Dionis
Department of Specific Didactics, University of La Laguna, Santa Cruz de Tenerife, Spain

Chapter 14. The Need for Adequate Initial Training for Professionals in Early Childhood Education
I. Freire-Ribeiro¹, E. Mesquita², and A. Sanches²
¹Centre for Studies in Edudaction and Innovation(CI&DEI) and Instituto Politécnico de Bragança, Campus de Santa Apolónia,  Bragança, Portugal
²Research Centre in Basic Education (CIEB), Instituto Politécnico de Bragança, Campus de Santa Apolónia, Bragança, Portugal

Chapter 15. Learning to Coexist in the Context of Early Childhood Education
I. Alonso-Rodríguez¹, K. Karras², Á. F. Rodríguez-Torres³, and E. Ariño-Mateo⁴
¹University of La Laguna, La Laguna, Santa Cruz de Tenerife, Spain
²University of Crete, Crete, Greece
³Central University of Ecuador, Quito, Ecuador
⁴IDOCAL, University of Valencia, Valencia, Spain

Index

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