Zhao Yiran, Lu Jinjin, Woodcock Stuart, Ren Yuejing
Academy of Future Education, Xi'an Jiaotong-Liverpool University, Suzhou 215000, China.
School of Education and Professional Studies, Griffith University, Brisbane 4122, Australia.
Children (Basel). 2022 Dec 3;9(12):1901. doi: 10.3390/children9121901.
Social media tools are increasingly used in child's language and literacy development in early years. However, few researchers shed light on effectiveness and the practice that the EC professionals and teachers have adopted in ECE settings and other related contexts. This scoping review synthesized and evaluated the literature on social media integration in language and literacy development in ECE in the last decade, to provide a clearer picture on what social media tools were used, how they were used, and whether they were effective. Results showed that a wide-range of social media tools were used in diverse learning activities; however, few studies designed the learning activities with the guidance of an evidence-based teaching method or pedagogical framework.
社交媒体工具在儿童早期语言和读写能力发展中越来越多地被使用。然而，很少有研究阐明其有效性以及早期儿童教育专业人员和教师在幼儿教育环境及其他相关背景中所采用的实践方法。本综述综合并评估了过去十年中关于社交媒体融入幼儿教育语言和读写能力发展的文献，以更清楚地了解使用了哪些社交媒体工具、如何使用它们以及它们是否有效。结果表明，各种各样的社交媒体工具被用于不同的学习活动；然而，很少有研究在循证教学方法或教学框架的指导下设计学习活动。
