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How real-world missions offer inroads to space science across disciplines. These are all ideas being applied to early learning in South Africa. But the implications of new knowledge in neuroscience have been slow to translate into developments in policy or practice.
The internet is bursting with references to innovation in business, science, medicine, technology and communications. How should we innovate in early learning? In July , the Innovation Edge was launched in South Africa to bring new ways of thinking and doing to all aspects of early learning: pedagogy, systems efficiency, delivery models, financing mechanisms, human resourcing, business processes, technology applications and entrepreneurial practices, amongst other yet-to-be-defined categories.
The focus of the Innovation Edge is on sourcing potentially innovative ideas, supporting implementation and evaluation to proof of concept, and transitioning successful innovations to scale. As it approaches the end of its initial two-year phase, the Innovation Edge is currently finalising a strategy for further growth and development. Some of the innovations that are funded are evolutionary — improving the efficiency and effectiveness of government systems incrementally — while others are revolutionary.
Disruptive innovation requires different ways of thinking. The Innovation Edge therefore seeks diverse expertise to contribute to the development, implementation, evaluation and scale of innovation for early learning. Over the past 18 months, the Innovation Edge has experimented with various techniques for generating ideas that have innovation potential.
The sessions are essentially a gathering of unlike minds and they stimulate new ways of thinking about challenges and opportunities. We have also found that the development and testing of innovation leads to further innovation as teams attempt to solve unanticipated challenges during the proof of concept stage. However, technology is by no means the only avenue for catalytic change.
Non- technology innovations in our portfolio include some of the first to demonstrate impact:. Computers, tablets, smartphones, apps, and other digital tools are part of our everyday lives. When used appropriately, technology can help children explore their world, express and make sense of what they know, and interact with other children. Respondents describe referring to the joint position statement as they plan university courses, develop curriculum, explain developmentally appropriate uses of technology to other teachers, administration, and families, and make decisions about when to incorporate technology into their own classrooms.
Teachers also asked for more examples of developmentally appropriate uses of technology in early childhood settings. Following are three examples of educators integrating technology into their work with young children in ways that are developmentally appropriate.
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