Developing digital competence in pre-school age

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Developing digital competence in pre-school age

Irena Dirgeliene, Postgraduate Student at Mykolas Romeris University

Summary

Europe's online School Education Gateway defines digital competence as one of the eight key competencies, including critical and responsible use of all digital technology in searching for information, communication and solving the major issues in all areas of life (School Education Gateway Europe's online education platform, 2017).

The majority of researchers relate the concept of digital competencies with the use of operational and technical possibilities of computers and software, since this competence is focused on the possibilities to collecting, assessment and efficient use of information, received from digital resources (Hignite and Margavio, Margavio, 2009).

Various authors list a rather wide spectrum of technological, sociological and cognitive skills, necessary for people to be able to feel comfortable in the constantly changing digital environment and use their knowledge and skills in practice. The majority of researchers refer to this collection of skills as digital competence. The definition of digital competence in various research articles is similar, although there are different definitions as well. It is particularly important to develop digital competencies in early childhood.

Annotation

Advancing information and technology was followed by technical development, which changed the entire world of communications. It provided an opportunity to communicate with people from any part of the world, thus changing family, school and social dynamics and interaction. The goal of this technological development is to contribute to the development of the knowledge society, considering the community's and democratic perspective of teaching and lifelong learning (Commission of the European Communities, 2009). Today, the necessity of developing digital competencies, enabling to manage a large amount of information and exploring new communication channels leaves no doubt, but it is necessary to learn to understand, select and manage information in order to master information skills and turn them into knowledge that can be applicable in different contexts and daily situations. It is particularly necessary to provide the basics of digital competencies in early childhood - they could be developed already in pre-school age.

Key words. Digital competence, pre-school education.

Introduction

The majority of researchers relate the concept of digital competencies with the use of operational and technical possibilities of computers and software, since this competence is focused on the possibilities to collecting, assessment and efficient use of information, received from digital resources (Hignite, Margavio, Margavio, 2009).

Various authors list a rather wide spectrum of technological, sociological and cognitive skills, necessary for people to be able to feel comfortable in the constantly changing digital environment and be able to use their knowledge and skills in practice. The majority of researchers refer to this collection of skills as digital competence. The definition of digital competence in various research articles is similar, although there are different definitions as well.

Purpose - to define the concept of digital competence and prove its importance in educating preschool children.

Tasks:

1. To analyse the concept of digital competence.

2. To assess the opportunities of developing digital competence in pre-school children.

The purpose of this article is to research the definition of digital competence in various scientific sources. It also includes the analysis of education legislation and documents, highlighting the importance of digital competence in early childhood.

The concept of digital competence

The concept of digital competence was first introduced at the end of the 1990s by Gilster (Gilster, 1997), who defined digital competence as `the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers'. Later this definition changed and referred to technical and operational skills, related to the use of a computer (Bruce, Peyton, 1999), then - the ability to create and use hypertext and understand multimedia (Bawden, 2001).

According to Spiers and Estes (Spiers and Estes, 2002), digital competence includes numerous methods of digital reading and writing, used in various mediums, including: words, texts, video screens, motion graphs, sound, video and other forms. According to these authors, digital context is a challenge to all users due non-transparent internet and the demand for critical solutions, because the reader makes decisions on finding information and has to decide if that information is reliable.

Other authors relate the concept of digital competence with reliable information as well. Fieldhouse and Nicholas (Fieldhouse and Nicholas, 2008) claim that such terms as digital competence and fluency may be used to define the process of users finding and assessing information in the digital environment.

Martin and Rader (Martin and Rader, 2003) refer to digital competence as electronic literacy. They also related this concept with information literacy, elements of media literacy, also teaching and learning skills.

Eshet-Alkalai (Eshet-Alkalai, 2004) define digital competence as `survival skills in the digital era'. He claims that digital competence is necessary to perform various tasks and `survive' or overcome obstacles in digitalised environments. According to this researcher, digital competence refers to an assortment of cognitive thinking strategies, used by the users of digital information.

Sefton-Gryn, Nikson and Erstad claim that the concept of digital competence is used to define our connection with digital technology, which acts as a mediator in numerous social interactions. These authors also indicated that digital competence is related to participation in digital activities (Sefton-Gryn, Nikson and Erstad, 2009).

Other researchers have elaborated this concept by defining digital competence as information proficiency and highlighting its cognitive abilities to reach, analyse and provide information using digital technology tools and sources (van Laar, et al., 2017).

Some publications focus their definition of digital competencies on cognitive skills and competencies. Mishra, Bennett, Traxler and Lally (Mishra et al., 2017; Bennet, 2014; Tracler and Lally, 2016) noted that the focus is not on a person, but on the social aspects of learning. They highlight the cognitive aspect of digital competence and see it as a set of skills that are necessary to become a confident and mobile user, who can adapt various technologies for his personal, academic and professional use. Beetham and Sharpe, Chanas and others (Beetham and Sharpe, 2011; Chanas et al., 2017) also use cognitive skills to define digital competence as the ability to understand and use information in several formats, focusing on critical thinking rather than information and communication or technological skills.

Novakovicius (Novakovicius, 2016) defines digital competence as social practice, while Tang et al. (Tang et al., 2016) as `personal consciousness, attitude and ability' to use digital tools and measures to identify, access, manage, integrate, assess, analyse and create new knowledge properly.

In various sources digital competence is defined by different English terms, which have been classified in the following table (Table 1).

There is no unified concept to define digital competence in French literature either.

Table 1. English terms to define digital competence

Table 2 French terms to define digital competence.

In conclusion to the data, provided in the tables, and the thoughts of the above-mentioned authors, we could state that digital competence refers to technological skills that citizens must have in order to be able to use computers and communication measures. On the other hand, digital competence is a broader concept, which, aside from the basic computer skills, requires understanding, abilities and reflective- evaluative approach for convenient action in the digital environment.

Some researchers suggest to classify the components of the concept of digital competence. For example, Eshet-Alkalai (Eshet-Alkalai, 2004) offers a system, which includes five types of proficiency and digital competence:

1. Photo-visual competence;

2. Reproductive competence;

3. Branching or hypermedial competence;

4. Information competence;

5. Social and emotional competence.

Spiers and Bartlett (Spiers and Bartlett, 2012) has divided various intellectual processes, related to digital competence, into three categories:

1. Defining and using digital content;

2. Creating digital content;

3. Transferring digital content.

According to these authors, learners using digital content must create criteria for their assessment. Purposeful use of the internet resources requires care and critical assessment of the information.

Leu and other authors (Leu et al., 2007) came to a conclusion that the majority of the new competencies, including digital competence, have several preconditions:

1. New competence includes: new skills, strategies, attitudes and social practice, which requires new technology, information and communication;

2. New knowledge and community are crucial in order to take a full part in the global life;

3. Changing technologies keep changing digital competence;

4. Digital competence has numerous aspects and thus our understanding of digital competence is useful from numerous aspects as well.

The publication on `Developing pupil competences through eTwinning' states that digital competence is related to a reliable and critical use of information society technologies for work, leisure and communication. It is based on such basic skills as the ability to use a computer or search for information, its assessment, saving, creating, presentation and sharing, communication or participating at networking activities on the internet (Developing pupil competences through eTwinning', 2014).

Based on the said source, digital competence requires good knowledge and understanding of the essence of information society technologies, its role and opportunities in the daily context: personal life, social life and work. Digital competence includes the ability to use the basic computer software, such as text editing, spreadsheets, data bases, information storage and management. Also, the understanding of the opportunities and possible threats of using the internet and virtual communication via electronic public information means (e-mail or web tools) for work, leisure, also sharing information, networking, learning and researching. Moreover, people should understand that digital competence helps to obtain creativity and innovation, also to have an understanding of the issues, related to legitimacy and reliability of information, as well as legal and ethical principles of using digital technology (Developing pupil competences through eTwinning', 2014).

Scientists discuss digital competence at education institutions as well. According to Travieso and Planella, schools must realise the need to acquire and update their knowledge on technological resources in order to achieve digital competence, which will help to avoid digital and generation gaps in the family, school and social environment, promoting social inclusion (Travieso and Planella, 2008).

The author believes that digital competence should not be identified with computer proficiency alone, because someone with comprehensive literacy should not only be able to use various technology, but also have critical thinking skills, have mastered behavioural standards, expected in the internet environment, also have an understanding of general social issues, encountered by digital technology.

In conclusion, we could state that digital competence refers to knowledge on digital tools, critical thinking and social involvement. Digital competence is a creative and critical use of the information and communication technology. This ability provides with an opportunity to acquire and strengthen other general skills and is related to many of the modern-day skills that are necessary in order to take an active part in the public life. Digital competence includes the ability to find and use, also create and transfer digital content using the process of critical thinking.

The importance of developing digital competence in pre-school age

Increasing integration of the forms of digital reading and writing into the daily life allows to come to a conclusion that the role of developing digital competence in pre-school children is a relevant and important topic. Martin and Grudziecki claim that the growing use of technology in daily life of the children has encouraged the emergence of digital competence, also known as computer, technology, information, media and communication proficiency (Martin and Grudziecki, 2006). According to Ng (Ng, 2015), someone with digital competence is a competent user of three aspects of digital technology: technical, cognitive and social-emotional. The aspect of technical skills is the most developed area of measuring digital competence. It includes knowledge on devices and working skills, focusing most of the attention on the technical use of the computer (Ba et al., 2002), internet skills (Sonck et al., 2011), tablet studies (Marsh, 2016) and operative use of digital devices (Eshet-Alkalai and Chajut 2009; Eshet-Alkalai and Amichai-Hamburger, 2004, Eshet-Alkalai, 2012).

The importance of digital proficiency in early children's education is also highlighted by Burnett et al. (2014) and Sefton-Green et al. (2016).

The Guidelines for the Lithuanian Informatics and Information Technology Education Strategy for 20142020 states that using information technology is as important as reading and writing (Informatikos, informaciniq technologijq ugdymo 2014 - 2020 metq strategijos gaires, 2012). Methodological Recommendations for Lithuanian Pre-school Education (Ikimokyklinio ugdymo metodines rekomendacijos, 2015), also Lithuanian General Preschool Education Programme (Bendroji priesmokyklinio ugdymo/-si programa, 2014) states that developing computer competencies is necessary, since they will serve the child further in life: at school, at work or for leisure activities. The said documents and other sources for teachers recommend to include computers, photo cameras, interactive boards, e-books, etc. into the assortment of the ordinary toys at preschool education institutions. Children should also be provided with opportunities to use Skype to communicate with children in other pre-school education institutions in other Lithuanian cities or even abroad. Thus children could talk, participate in joint projects and show each other their creative works.

Educologists are sure of the benefits of the information and communication technology to children. According to researchers, computers can be used to present information in ways that interest and motivate children (Macaruso, Walker, 2008). ICT increases self-respect and self-confidence, develops computer proficiency and other skills (Preston, Mowbray, 2008). In case of children with special needs, ITC helps them to get to know the environment, encourage trust in themselves and their abilities, also to imitate sounds, express emotions and say their first words (Kanapиnienи, 2014).

The Framework for Quality in Digital Media for Young Children indicates that the information and communication technology should be introduced to pre-schoolers with regards to their health, well-being and overall development. The source also states that it is necessary to consider the child, the ICT content and the context of application. It is also necessary to consider qualitative criteria, based on studies (proof), that could be applied by parents, carers and educators, while ICT developers could use them in their decisionmaking on using and improving ICT, which could enrich social communication between children and adults, enable them to play creative games, explore and develop their language. The framework also states that ICT should not cause emotionally-damaging experiences or provoke disrespectful behaviour (encouraging or watching). Moreover, there should not be any scary situations, cruelty, commercialisation and children should be encouraged to keep to safety and privacy rules. The framework also promotes the development of child-friendly devices that are hard to break and would not cause any injuries in case they did break (Framework for Quality in Digital Media for Young Children, 2012).

The ICT application guidelines (CCC, 2016) discuss the content, context and child. Talking about the context highlights, the fact that ICT application should help motivate the child, encourage his selfexpression, imagination and exploration. The purpose of the content should be clear: to educate, to introduce, to develop skills and entertain. The development of the content should consider the context, i.e. ways of how ICT supplements (instead of interrupts) the child's natural play. It is suggested that ICT for children younger than five years should encourage joint activities, communication with parents, teachers and other children. It is necessary to consider the child in choosing the appropriate ICT tools and activities in order to meet his needs, possibilities, interests and developmental features according to age. ICT application at kindergartens should be integrated and planned in the general context of education, instead of being a separate activity. It also should be balanced - ICT can only supplement the child's experiences, instead of replacing them. This process should be interactive - the child should communicate with others (children, teachers) while using the ICT. ICT application is especially important for the socialemotional development: it encourages understanding and talking about feelings. It is also useful in developing self-control and persistence. Children must be taught to understand mistakes as a part of the learning process (they must expect mistakes and learn to accept them). ICT is also suggested as a tool for developing empathy, respect towards others, conflict resolution and strengthening family connections (CCC - Content, Context, Child, 2016).

There is no doubt that virtual measures enrich and expand the child's education possibilities while implementing a pre-school education programme. These measures can be integrated in a way to respond to the specific features of the child's age range and be beneficial for the child. According to the NAEYCF, the principles of appropriate application of virtual measures in pre-school education are as follows:

1. The activity using virtual measures should not harm the child;

2. All virtual measures and when they should be included into early education programmes, should be justified in practice;

3. Virtual measures should reflect the child's age, individual, cultural and language needs, also capabilities and preferences;

4. The educator is appointed with an important task of selecting and assessing the virtual measures that could contribute to the educational programme;

5. Virtual measures should help convey the educational programme that has already been implemented.

6. When choosing computer-based curricula, it is necessary to consider the following features:

Children do not have enough patience to go deep into manuals, thus, the using of the virtual education measure should be intuitive, without any complex operations;

7. Evaluation and reward for appropriate activity should reach the child even in the smallest stages of the activity;

8. It is important to ensure that the virtual education measure has a possibility of saving, printing or sharing the work in other ways;

9. Virtual education measures must be often updated, changing the level of their difficulty. The content must be constantly renewed and expanded;

10. Virtual education measures must meet the age and abilities of the child. They should be neither too easy, nor too difficult. (National Association for the Education of Young Children, 2018).

In conclusion, it could be stated that the use of ICT at kindergartens is undoubtedly beneficial for the children's development, but the teacher must take a special care on choosing suitable measures and their appropriate application.

digital competence children education

Conclusions

1. Digital competence refers to knowledge on digital tools, critical thinking and social involvement. Digital competence is a creative and critical use of the information and communication technology. This ability provides with an opportunity to acquire and strengthen other general skills and is related to many of the modern-day skills that are necessary in order to take an active part in the public life. Digital competence includes the ability to find and use, also create and transfer digital content using the process of critical thinking.

2. Digital competence refers to technological skills that people must have in order to be able to use computers and communication measures. On the other hand, digital competence is a broader concept, which, aside from the basic computer skills, requires understanding, abilities and reflective-evaluative approach for convenient action in the digital environment.

3. ICT use at kindergartens is undoubtedly useful for children's education, but the teacher must take particular care in choosing suitable measures and their appropriate application. Virtual measures enrich and expand the child's development possibilities while implementing a pre-school education programme. These measures can be integrated in a way to respond to the specific features of the child's age range and be beneficial for the child.

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