The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.

This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.

For ease of reference, the Handbook''s 28 chapters are divided into four thematic sections:

• introduction and opening reflections;
• studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
• studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
• studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.

Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.

The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.

This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.

For ease of reference, the Handbook''s 28 chapters are divided into four thematic sections:

• introduction and opening reflections;
• studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
• studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
• studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.

Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.