Empowering Young Children in the Digital Age

Annex B. List of tables available online

The following tables are available in electronic form only:

Early Childhood Education and Care in a Digital World policy survey (2022)

Table B.1	Policy challenges regarding digitalisation and young children
Table B.2	Policy challenges regarding digitalisation and early childhood education and care
Table B.3	Decision making regarding digital technologies in early childhood education and care
Table B.4	Regulations for digital service providers for protecting children in digital environments
Table B.5	Guidelines for families and early childhood education and care professionals for protecting children in digital environments
Table B.6	Digitalisation in the early childhood education and care curriculum or other relevant frameworks (first framework)
Table B.7	Pedagogical approaches in the early childhood education and care curriculum or other relevant frameworks (first framework)
Table B.8	Digitalisation in the early childhood education and care curriculum or other relevant frameworks (second framework)
Table B.9	Pedagogical approaches in the early childhood education and care curriculum or other relevant frameworks (second framework)
Table B.10	Digital infrastructure and educational materials in early childhood education and care settings
Table B.11	Digital competencies in pre-service preparation programmes for early childhood education and care teachers
Table B.12	Support for continuous professional development on digital competencies in early childhood education and care
Table B.13	Digital technologies to support continuous professional development in early childhood education and care
Table B.14	Digital technologies to support work processes in early childhood education and care settings
Table B.15	Communication with parents/families through digital technologies and partnerships with external actors (first type of setting)
Table B.16	Communication with parents/families through digital technologies and partnerships with external actors (second type of setting)
Table B.17	Communication with parents/families through digital technologies and partnerships with external actors (third type of setting)
Table B.18	Equity and diversity measures around digital technologies in early childhood education and care
Table B.19	Digitalisation and quality monitoring frameworks in early childhood education and care
Table B.20	Data systems in early childhood education and care
Table B.21	Elements in data systems in early childhood education and care
Table B.22	Purposes of data systems in early childhood education and care

Statlink

Supporting tables for Chapter 7

International Early Learning Study (IELS)
Table B.23	Use of digital devices among five-year-olds, by family and child characteristics
TALIS Starting Strong (2018)
Table B.24	Insufficient Internet access in early childhood education and care centres, by centre characteristics
Table B.25	Shortage of digital technology in early childhood education and care centres, by centre characteristics
Table B.26	Early childhood education and care staff’s recent participation in online training activities, by centre characteristics
Table B.27	Early childhood education and care centre leader's recent participation in online training activities, by centre characteristics
Table B.28	Early childhood education and care staff's views on the importance of children's ICT skills to prepare them for the future, by centre characteristics
Table B.29	Early childhood education and care centre leaders' views on the importance of children's ICT skills to prepare them for the future, by centre characteristics
Table B.30	Early childhood education and care staff's sense of self-efficacy for using digital technology to support children’s learning, by centre characteristics

Statlink