Digital Technologies and Their Application in a Child’s Life

Arnott, L. (2017). Digital Technologies and Learning in the Early Years. London: Sage.10.4135/9781526414502 Search in Google Scholar

Batanero, J., Rueda, M., Cerero, J., & Martínez, I. (2020). Digital competences for teacher professional development. European Journal Teacher Education, 43, 1-19. https://doi.org/10.1080/02619768.2020.182738910.1080/02619768.2020.1827389 Search in Google Scholar

Bus, A., Takacs, Z., & Kegel, C. (2015). Affordances and limitations of electronic story books for young children’s emergent literacy. Developmental Review, 35, 79-97. https://doi.org/10.1016/j.dr.2014.12.00410.1016/j.dr.2014.12.004 Search in Google Scholar

Gudmundsdottir, G., & Hatlevik, O. (2017). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal Teacher Education, 41, 214-231. https://doi.org/10.1080/02619768.2017.141608510.1080/02619768.2017.1416085 Search in Google Scholar

Holloway, D., Green, L., & Stevenson, K. (2015). Digitods: Toddlers, touch screens and Australian family life. M/C Journal, 18(5). https://doi.org/ https://doi.org/10.5204/mcj.102410.5204/mcj.1024 Search in Google Scholar

Jančaříková, K., & Severini, E. (2020). Uses of augmented reality for development of natural literacy in pre-primary education. In Augmented Reality in Educational Settings (pp. 24-55). Leiden: Brill. Search in Google Scholar

Kalaš, I., Kabátová, M., Brestenská, B., Guľaša, R., Chalachánová, M., Palúchová, K., Pekárová, J., Szarka, K., Vaníček, J., & Winczer, M. (2013). Premeny školy v digitálnom veku. Prešov, Slovensko: Mladé letá. Search in Google Scholar

Kasíková, H. (1997). Kooperativní učení, kooperativní škola. Praha: Portál. Search in Google Scholar

Kaye, L. (2016). Young children in a digital age: Supporting learning and development with technology in the early years. London: Routledge. https://doi.org/10.4324/978131575270910.4324/9781315752709 Search in Google Scholar

Kolláriková, Z. et al. (1997). Rozvoj kritického myslenia na základnej škole. Bratislava: Iuventa. Search in Google Scholar

Kostrub, D. (2008). Dieťa/žiak/študent – učiteľ – učivo: didaktický alebo bermudský trojuholník? Prešov: Rokus. Search in Google Scholar

Kostrub, D. et al. (2018). Vychovávanie a starostlivosť o deti do troch rokov veku. Tvorba výchovného programu. Bratislava: Univerzita Komenského v Bratislave. Search in Google Scholar

Kostrub, D., Severini, E., & Rehúš, M. (2012). Proces výučby a digitálne technológie. Bratislava/Martin: Alfa print. Search in Google Scholar

Kosturková, M., & Ferencová, J. (2019). Stratégia rozvoja kritického myslenia. Bratislava: Wolters Kluwer. Search in Google Scholar

Kotilainen, S., Suoninen, A., Walamies, T., & Tuominen, S. (2011). Children’s Media Barometer 2010: The Use of Media among 0-8-Year Olds in Finland. Helsinki: Finnish Society on Media Education. Retrieved from: http://mediakasvatus.fi/wp-content/uploads/2018/06/ISBN978-952-99964-7-6.pdf Search in Google Scholar

Lanna, L., Valente, R., & Gómez, R. (2019). Aplicaciones educativas seguras e inclusivas: La protección digital desde una perspectiva ética y crítica. Comunicar, 27(2), 93-102. Search in Google Scholar

Mešková, M. (2012). Motivace žáků efektivní komunikací. Praha: Portál. Search in Google Scholar

Murcia, K., Campbell, C., & Aranda, G. (2018). Trends in early childhood education practice and professional learning with digital technologies. Pedagogika, 68(3), 249-264. https://doi.org/10.14712/23362189.2018.85810.14712/23362189.2018.858 Search in Google Scholar

Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940.10.1016/j.compedu.2020.103940 Search in Google Scholar

Romero, T. R., Gutiérrez, M., & Llorente C. M. (2019). Technology use habits of children under six years of age at home. Ensaio: Avaliação e Políticas Públicas em Educação, 27(3), 340-362. https://doi.org/10.1590/S0104-4036201900270175210.1590/s0104-40362019002701752 Search in Google Scholar

Romero, T. R., Sánchez, R., Cejudo, C., & Rodríguez, C. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability 2, 12(11), 2-17. https://doi.org/10.3390/su1211478210.3390/su12114782 Search in Google Scholar

Severini, E., Kožík L. B., & Csandová, E. (2020). Uses of augmented reality in pre-primary education. In Augmented Reality in Educational Settings (pp. 3-23). Leiden: Brill. Search in Google Scholar

Severini, E., & Kostrub, D. (2018). Kvalitatívne skúmanie v predprimárnom vzdelávaní. Prešov: Rokus. Search in Google Scholar

Sitná, D. (2013). Metody aktivního vyučování. Praha: Portál. Search in Google Scholar

Spitzer, M. (2014). Digitální demence. Brno: Host. Search in Google Scholar

Štech, S. (1992). Škola stále nová. Praha: Univerzita Karlova - Karolinum. Search in Google Scholar

Tóthová, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Bratislava: Metodicko pedagogické centrum. Search in Google Scholar

Tóthová, R., Kostrub, D., & Ferková, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus. Search in Google Scholar

Undheimová, M., & Jernesová, M. (2020). Pedagogical strategies of teachers in creating digital stories with young children. European Early Childhood Education Research Journal, 256-271. https://doi.org/10.1080/1350293X.2020.173574310.1080/1350293X.2020.1735743 Search in Google Scholar

Uváčková, I., Valachová, D., Lehotayová, B., Leginusová, T., & Bruteničová, E. (2012). Oblasti edukačných skúseností detí v materských školách. Stařeč: Infra. Search in Google Scholar