Description
Book SynopsisLearn how to integrate lessons about good digital citizenship into the early childhood classroom. Based on reviews of empirical research, this book addresses the need for a new educational paradigm that will enable educators to help young children develop the skills and ethical behaviours to thrive in both the real and digital worlds.
Trade Review“For young children to be CyberSafe, their parents, caregivers, family members, teachers, and teacher educators need to embrace the developmentally—informed knowledge, skills, and evidence-based strategies found in these pages. With guidance from well-prepared media mentors, young children can learn to safely and mindfully use digital devices at home and in school as powerful tools for their learning, social-emotional development, communication, and collaboration to become effective digital citizens in their real and digital worlds.” —Chip Donohue, principal, Donohue and Associates, founding director, Technology in Early Childhood (TEC) Center at Erikson Institute, senior fellow and advisor, Fred Rogers Center
Table of Contents
- Contents
- Foreword Michelle Ciulla Lipkin ix
- Acknowledgments xi
- Preface xiii
- Purpose xiii
- Background xiii
- Technology and Young Children xiv
- What You Will Find in This Book xv
- Introduction 1
- The Case for Starting Early 2
- A Focus on Development and Experiential Learning in Grades K–3 4
- Part I: Premise
- 1. What the Research Tells Us: Preteens and Teenagers in the Digital Age 9
- Gender Concerns 10
- Cyberbullying, Self-Harm, and Suicide 12
- Summary 13
- 2. Digital Citizenship and Cybersafety: A Priority Early Education Concern 15
- Summary 19
- 3. Cyberbullying Bystanders: Active and Passive Responses 21
- Summary 23
- 4. Preventing Cyberbullying: A Social–Emotional Perspective 25
- Social–Emotional Profile of Children in K–3 26
- Early Childhood Practice in Support of Social–Emotional Development 27
- The Social–Emotional Risks If Cyberbullying Is Not Addressed 28
- Summary 28
- Recommended Readings 29
- Part II: Practice
- 5. Implications for Teacher Education 33
- Familiarity with Federal and State Mandates 33
- Incorporating the Issue of Cyberbullying into Education Course Content 34
- 6. Message for Teachers and Administrators 37
- Summary 40
- 7. A Curriculum Map for Good Digital Citizenship 41
- Gathering Information at the Beginning of the School Year 43
- Establish Classroom Rules 44
- Conduct Activities to Provide or Refresh Shared Language About Face-to-Face Teasing and Bullying 45
- Conduct Classroom Discussions About Digital Technology and Social Media 45
- Establish Classroom Rules and Provide Direct Experiences About the Meaning of Good Digital Citizenship 46
- Part III: Classroom Activities
- Introduction to Activities 49
- Activity #1: Discovering What We Know 51
- Activity #2: Creating Rules for Good Digital Citizenship 53
- Activity #3: Word Webs and Charts: Building Vocabulary for Digital Citizenship 56
- Activity #4: Doing the Right Thing: A Form of Courage 59
- Activity #5: What Does Permanent Mean? A Word Experiment 63
- Activity #6: Understanding Privacy: An Important Concept for Online Activities 65
- Activity #7: Building Good Digital Citizenship 68
- Activity #8: Working with Partners 70
- Part IV: Resources
- Picture Books About Face-to-Face Teasing and Bullying 75
- Children’s Books About Online Safety and Cyberbullying Prevention 79
- Organizational Resources 81
- Appendix A: School Statement 87
- Appendix B: Letter from Computer Teacher 91
- Appendix C: Parent Letter and Questionnaire 93
- Appendix D: Glossary 95
- References 97
- Index 101
- About the Authors 108
