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OverviewLearn how to integrate lessons about good digital citizenship into the daily life of 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 behaviors they will need to thrive in both the real and digital worlds. Cybersafe Young Children provides a rationale for addressing issues of cyber safety and children’s usage of social media in the early grades to prevent later harmful behavior, such as cyberbullying. Written from a developmental perspective, it offers practical classroom strategies for fostering positive digital citizenship in young children. Book Features: Addresses cyber safety before children become fully immersed in digital communication. Reviews important research with practical applications for K–3 teachers. Grounded in social emotional learning, literacy, executive function, and conceptual skill development. Provides suggested readings and annotated lists of children’s books and organizational resources. Full Product DetailsAuthor: Barbara Sprung , Merle Froschl , Nancy Gropper , Michelle Ciulla LipkinPublisher: Teachers' College Press Imprint: Teachers' College Press Edition: Annotated edition Weight: 0.190kg ISBN: 9780807763742ISBN 10: 0807763748 Pages: 128 Publication Date: 30 March 2020 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Temporarily unavailable  The supplier advises that this item is temporarily unavailable. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out to you. Table of ContentsContents 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 108Reviews“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 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 Author InformationBarbara Sprung has over 40 years of experience in early childhood education as a teacher and innovator. Merle Froschl is director of Educational Equity at FHI 360. Nancy Gropper is former associate dean for academic affairs (now retired) at Bank Street Graduate School of Education. They are coauthors of Supporting Boys' Learning: Strategies for Teacher Practice, Pre-K-Grade 3. Tab Content 6Author Website:Countries AvailableAll regions |
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