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Transforming Early Childhood Language Pedagogy
Abstract
Global trends have set the pace for digital literacies to become entrenched in education sectors; hence, we need to rethink and transition our pedagogical practices to cater for societies' demands and the ever-evolving learners' needs. This chapter reports on the literature review study to inform early childhood teachers about transforming teaching practices in early childhood language development contexts. Since the historical trends in literacy education for young children reflect a dynamic interplay between educational theories, societal needs, and technological advancements. Transitioning from traditional pedagogical practices to digital pedagogy accommodates Sustainable Development Goal (SDG) 4.2, which promotes all girls and boys having access to quality early childhood development, care, and pre-primary education. This qualitative literature review-based study focuses on the narrative approach that applies the Technology Acceptance Model (TAM) to gain insights into user reactions to the technology adopted for language learning in early childhood language learning contexts.
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