Tech in the Early Years
Author Profile: Warren Buckleitner
Warren Buckleitner, PhD, has a background in child development and the design of children’s interactive media. He’s been a preschool, elementary and college teacher and has provided testimony to the FTC and the US Congress. He holds a degree in elementary education from Central Michigan University (Cum Laude), an MA in early childhood education from Pacific Oaks College, and a doctorate in educational psychology from Michigan State University. He coordinates the international BolognaRagazzi Prize for digital storytelling, and the KAPi (Kids at Play Interactive) Awards and is the founder of the Dust or Magic Institute and the Mediatech Foundation, a non-profit community technology center housed in his town’s public library. He speaks kid’s tech at education and library conferences and has covered children’s technology for a variety of mainstream publications, including the New York Times. He is the editor of Children’s Technology Review.
Excerpt from Technology and Digital Media in the Early Years: Tools for Teaching and Learning
The constructivism framework has cast a wide net over teaching, learning, and app design. It is well named—a child “constructs” his or her own knowledge internally throughout the lifecycle. The core ideas go back to Switzerland, where Johann Pestalozzi (1746–1827) and his student Friedrich Fröbel (1782–1852)— who coined the word kindergarten—cleared the theoretical brush”“so that Maria Montessori’s (1874–1952) could begin designing classroom techniques. The giant of constructivism, however, was Jean Piaget (1896–1980), who defined different stages of development, along with the notions of assimilation, accommodation, and equilibration. These ideas heavily influenced the open classrooms of the 1970s, and such ideas as whole language, LOGO, Scratch, and the Maker movement today.
From Chapter 5 What Would Maria Montessori Say About the iPad? Theoretical Frameworks for Children’s Interactive Media