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CHILDICT results: Nordic-Baltic overview Tarja Tikkanen University College Stord/Haugesund, Norway Nordic-Baltic Seminar: Findings from the Nordplus CHIDLICT.

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Presentation on theme: "CHILDICT results: Nordic-Baltic overview Tarja Tikkanen University College Stord/Haugesund, Norway Nordic-Baltic Seminar: Findings from the Nordplus CHIDLICT."— Presentation transcript:

1 CHILDICT results: Nordic-Baltic overview Tarja Tikkanen University College Stord/Haugesund, Norway Nordic-Baltic Seminar: Findings from the Nordplus CHIDLICT -survey , Helsinki, FInland

2 Structure 1.Key questions 2.Background 3.Availability and practice 4.Policy & guidelines 5.Expectations & attitudes 6.Competence & learning needs “Curriculum in kindergarten? Language learning and use of ICT with small children”

3 CHILDICT: Key questions? 1.To what extent are the “kindergarten curriculums” (rammeplanen) formalized in the participating countries? 2.What is the status of the “kindergarten curriculum” in the participating countries in terms of policies, attitudes and practice, focusing especially on language learning and early literacy and use of ICT? 3.To what extent, is the competence (skills, knowledge, attitudes) of the kindergarten employees an issue in regards to early literacy learning and use of ICT, i.e. when it comes to implementing the “kindergarten curriculum” in this area.

4 Kick-off meeting Oct 2012 Survey- meeting & preparation Jan 2013 Nordic- Baltic Survey Feb- March 2013 Survey analysis & report April-may 2013 Nordic Seminar June 2013 CHILDICT network activities

5 Background Profile of those who have answered the CHILDICT-survey

6 Responses by country (N=418)

7 Kindergarten ownership p [Chi-square] <.001

8 Gender p [Chi-square] <.01

9 Age – Younger employees answered from Sweden p [Chi-square] <.001

10 Education p [Chi-square] <.001

11 Position p [Chi-square] <.001

12 Experience p [Chi-square] <.001

13 Availability & practice

14 Responsibility for digital tools p [Chi-square] <.001

15 Use of digital tools with children

16 Use of digital media with children

17 Country comparison –Use of & access to digitools: At least weekly/no access DigitoolDKEEFINOSE PC39 / 633 / 417 / 1754 / 640 / - Laptop28 / 36 / 418 / 4555 / 218 / 9 Videoprojector10 / 352 / 354 / 6513 / 2513 / 7 Tablet pc59 / 220 / 835 / 7940 / 4433 / 44 Smartphone9 / 570 / 783 / 806 / 4914 / 75 Screen33 / 349 / 607 / 7239 / 3920 / 52 Internet wireless45 / 147 / 526 / 6750 / 2120 / 62 Internet cable15 / 3132 / 914 / 2630 / 2622 / 21 Internet mobile18 / 437 / 520 / 7519 / 415 / 77 Smartboard7 / 742 / 833 / 8216 / 695 / 93

18 Country comparison –Use of digimedia at least weekly

19 Country comparison – No access to media

20 Use of digital tools across the countries

21 Policies & guidelines

22 Guidelines - overview

23 Guidelines for use of digitools for early literacy learning All countriesIn municipalities

24 Parent involvement in guidelines building in KG

25 Competence plan in municipality for digi-skills development for educ. use

26 Expectations for taking digitools in use together with children Early literacy learning

27 Expectations From national levelFrom management

28 Expectations From parensFrom myself

29 Attitudes Early literacy learning

30 Digitools used at home, no need to use them in KG National plan gives clear guidelines for use of digitools to promote children’s learning

31 Learning and competence in pedagogic use of digitools Early literacy learning

32 Informal learning Explore and test by myself in KGSelf-study from internett

33 Thank you for your attention! Contact information: Tarja Tikkanen Professor University College Stord/Haugesund Norway Tel Mobile


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