Μαρία Δαρδανού
Biographic Data
| ID | 6874871 |
|---|---|
| NAME | Μαρία Δαρδανού |
| GIVEN NAMES | Μαρία |
| FAMILY NAME | Δαρδανού |
| SIGNATURE | ΔΑΡΔΑΝΟΎ Μ |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0003-3247-158X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Navigating digital integration in early childhood
The integration of digital tools in early childhood education and care (ECEC) settings, particularly for children under three, requires careful consideration. While research has predominantly focused on children aged 4–6, limited attention has been given to infants, toddlers, and the critical role of their educators. This study examines how early childhood educators in six countries incorporate digital technologies into their daily practices with…
Family Involvement in Early Childhood Education and Care
The significance of family involvement in Early Childhood Education and Care has gained considerable attention within national reforms and regulations across various countries. This study aims to examine the early childhood education curriculum frameworks pertaining to family participation in Portugal and Norway. By analysing the national curriculum frameworks of these two countries, this study explores the distinct approaches they adopt towards …
Make‐believe play with the Internet of Toys
This study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that l…
Kindergartens in Northern Norway as semiotic landscapes
Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in North…
Use of touchscreen technology by 0–3-year-old children
This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant countries. The study adopted Bronfenbrenner’s ecolo…
A cross-cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age
This paper will discuss the beliefs and experiences of early childhood educators across three countries, England, Norway and Greece, in relation to the use of touchscreen technology with the youngest children in their settings. Building on previous research which explored parents’ perspectives, this study now extends the investigation to early childhood educators who play a key role in children’s learning and development. A detailed online survey…
The integration of the internet of toys in early childhood education
This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. Data collection includes observations of interactions…
Technology-integrated pedagogical practices
In the last decade, in particular, understanding technology use within children’s play-based experiences has been an important concern for early childhood education researchers and practitioners (Danby et al. 2018; Stephen and Edwards 2018). The World Economic Forum (2019) has highlighted the pressing issue of the twenty-first-century skills gap related to the digital revolution and ways that educators and researchers around the globe can address…
From foot to pencil, from pencil to finger
The aim of this article is to investigate ways that young children interact with touchscreen devices during museum visits and during the process of making a digital story in their kindergarten classrooms related to these visits. Drawing on children’s communicative embodied museum experiences and the notion of wayfaring and lines of movement, I discuss that digital stories become children’s visual lines of movement in time and place, and that thro…
From foot to pencil, from pencil to finger
The aim of this article is to investigate ways that young children interact with touchscreen devices during museum visits and during the process of making a digital story in their kindergarten classrooms related to these visits. Drawing on children’s communicative embodied museum experiences and the notion of wayfaring and lines of movement, I discuss that digital stories become children’s visual lines of movement in time and place, and that thro…
From foot to pencil, from pencil to finger
The aim of this article is to investigate ways that young children interact with touchscreen devices during museum visits and during the process of making a digital story in their kindergarten classrooms related to these visits. Drawing on children’s communicative embodied museum experiences and the notion of wayfaring and lines of movement, I discuss that digital stories become children’s visual lines of movement in time and place, and that thro…
Use of touchscreen technology by 0–3-year-old children
This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant countries. The study adopted Bronfenbrenner’s ecolo…
A cross-cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age
This paper will discuss the beliefs and experiences of early childhood educators across three countries, England, Norway and Greece, in relation to the use of touchscreen technology with the youngest children in their settings. Building on previous research which explored parents’ perspectives, this study now extends the investigation to early childhood educators who play a key role in children’s learning and development. A detailed online survey…
The integration of the internet of toys in early childhood education
This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. Data collection includes observations of interactions…
Technology-integrated pedagogical practices
In the last decade, in particular, understanding technology use within children’s play-based experiences has been an important concern for early childhood education researchers and practitioners (Danby et al. 2018; Stephen and Edwards 2018). The World Economic Forum (2019) has highlighted the pressing issue of the twenty-first-century skills gap related to the digital revolution and ways that educators and researchers around the globe can address…
Make‐believe play with the Internet of Toys
This study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that l…
Kindergartens in Northern Norway as semiotic landscapes
Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in North…
Family Involvement in Early Childhood Education and Care
The significance of family involvement in Early Childhood Education and Care has gained considerable attention within national reforms and regulations across various countries. This study aims to examine the early childhood education curriculum frameworks pertaining to family participation in Portugal and Norway. By analysing the national curriculum frameworks of these two countries, this study explores the distinct approaches they adopt towards …
Navigating digital integration in early childhood
The integration of digital tools in early childhood education and care (ECEC) settings, particularly for children under three, requires careful consideration. While research has predominantly focused on children aged 4–6, limited attention has been given to infants, toddlers, and the critical role of their educators. This study examines how early childhood educators in six countries incorporate digital technologies into their daily practices with…
Child Development and Digital Technology (7 works) · Psychology (7 works) · Sociology (6 works) · Early childhood (5 works) · Early childhood education (5 works) · Gender and Technology in Education (5 works) · Developmental psychology (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Touchscreen (3 works)