This e-learning course offers ECEC professionals a flexible and individual training concept about media education. It is intended for ECEC professionals who work with children between the ages of three and six. This training programme can be used by absolute beginners in the field of media education as well by advanced learners.
The structure of the training is modular. This means that each topic from the field of early childhood media education is presented in a compact module. There are a total of nine modules, i.e. nine subject areas, which can be worked through one after the other in sequence or flexibly, depending on ECEC professionals’ interest or previous knowledge.
Modules 1 and 2 provide basic knowledge on media education in general and on new media technology.
Module 1 provides basic knowledge on the importance of media literacy in ECEC. First approaches for media pedagogical work in ECEC centres are presented. These include, for example, getting to know Dieter Baacke's concept of media literacy, an overview of why media education is considered important in ECEC, an insight into legal frameworks and suggestions for good cooperation with parents.
In this module, the most important basics of new media technology are presented. It is aimed primarily at people who have little or no knowledge of computers. It is recommended to use module 2 as a refresher course. There are references to the use of new media technology in ECEC. The use of the tablet in ECEC is also presented in an excursus.
Modules 3, 4 and 5 deal with children's media world in general and media topics that affect children in particular, such as media heroes or advertising. These are topics that can be discussed with the children in ECEC without using (digital) media.
Module 3 provides an insight into the media world of early childhood. The media equipment within the homes of preschool children is presented and the different types of media and their perception are discussed. Furthermore, it is shown which media experiences can overwhelm children and which characteristics should be considered when choosing media for children.
The module on media heroes illuminates the childlike world of media figures and their function as companions of children. Among other things, it is about how media heroes can give children orientation in life. In addition, the relationship between fictional and real role models is addressed.
Module 5 informs about the world of advertising and shows how advertising appeals to children. The different advertising media and forms are explained and it is shown that even younger children can recognize advertising. In addition, legal framework conditions are presented.
Modules 6, 7, 8 and 9 each show special ways in which media can be used creatively, productively, and meaningfully with children in ECEC centres. Each module relates to the everyday life of the ECEC centres and does not only show possible applications for ECEC centres, but also the advantages as well as learning and development possibilities for children.
In module 6, media pedagogical work with the help of photos is presented and placed in relation to everyday ECEC practice. Important basics of photo work as well as the App Pic Collage are introduced.
In module 7, media pedagogical work with the help of Stop Motion and Video is presented and related to everyday ECEC practice. It explains what is meant by a stop motion film. In addition, the Stop Motion Studio app and the Windows Movie Maker program are explained.
In module 8, media pedagogical work with the help of audio is presented and placed in relation to everyday ECEC practice. Important basics for the audio work and the Audacity programme are presented.
Module 9 deals with how programming or the thought structures of programming can be made a topic in kindergarten with simple resources. A clear reference to everyday ECEC life is established and the ScratchJr app explained.
Kit@ final online-test is based on the content of all 9 modules of the course “Media Literacy for ECEC teachers”. The test consists of 50 questions and the threshold for successful passing is 30 correct answers. After successful passing of the test you can download a persolalised certificate.
Certain terms link to other parts of the manual or to external websites. Thus, these terms will not be explained twice, even if not all modules are studied. External pages allow deeper knowledge that goes beyond the contents presented in the manual. This ensures individual, flexible, and interactive learning. To make it practice-oriented, ECEC professional Maria gives tips, regarding where and how the content can be applied to ECEC everyday life.
Hello. My name is Maria. I am 28 years old and ECEC professional in ECEC centre in a small town. I take care of a group of children from three to six years old. Together with the children, we use media productively and creatively in our pedagogical everyday life for several years now.
I would like to share this practical knowledge with you and hope to inspire you for your future work.
It would be a great success if I could help you understand the meaningful and pedagogical use of digital media in ECEC.
The media education topics within this training concept are independent of educational plans and curricula. Media education is seen as a cross-sectional task which can be used across all disciplines and educational objectives.
Modules 3 to 9 are linked with appropriate practical guides and work tools, which serve as suggestions for one's own pedagogical work. It is recommended to adapt contents, methods as well as the estimated time frame to your own requirements in the ECEC centre. The more individually the examples are worked on, the more successfully media education can be implemented in everyday pedagogical life.
This interactive and modular training programme can be completed by using the manual alone, with the Kit@ e-learning platform or as a combination of both. The modules can be used individually in private, and possibly in consultation with the ECEC centre. However, the modules can also be developed with several colleagues together or in the entire staff. For example, one or two colleagues each deal with one module and then present the contents to the other, within the framework of a fixed appointment. In this way, questions can be exchanged, and practical guides tested. Learning in community is promoted and one can put together an individual and self-structured training course, which is adapted to the needs and prerequisites of one's own ECEC centre.