TECHNOLOGY IN EARLY CHILDHOOD EDUCATION

C H I L D D E V E L O P M E N T

Young children have needs that are real and different from those

of older children and adolescents. Children from birth to age

eight are learning rapidly, using all of their senses and their

entire bodies to take in sensations and experience the world

around them. During this period of their lives they learn

through their play and exploration across five essential developmental

dimensions. These dimensions include:

• Social and Emotional Development
•  Language Development.  Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.
• Physical Well-Being and Motor Development. A child’s health is connected to preparedness for and performance in learning activities.
• Cognition and General Knowledge.  Experiences and interactions with peers and adults allow children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems.
• Approaches Toward Learning. Children can be successful learners in many different ways.

WHAT RESEARCH SAYS ABOUT TECHNOLOGYCHILD DEVELOPMENT

There is a substantial body of research on technology use with

young children. A large portion of this research focuses on the

use of computers to enhance social, language, and cognitive

skills (Seng, 1998).

Social and Emotional Development Technology cannot and should not replace human interaction or relationships, or take the place of activities such as reading stories together or sharing conversations with children. Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children’s work

(Clements & Nastasi, 1993).

Language Development

Physical Well-Being and Motor Development

Cognition and General Knowledge

can manipulate variables such as gravity or speed, and discover  the resulting effects (Clements, 1999; Seng, 1998).

Approaches Toward Learning

T E C H N O L O G Y I N T H E C U R R I C U L U M

The use of technology in the curriculum is based on the needs

of the children, the focus of the curriculum, and whether the

technology will add to children’s educational opportunities

and experiences.

Three to Five Years, or Preschool

Five to Eight Years, or Primary Grades

USING TECHNOLOGY FOR A REAL PURPOSE

Good pedagogy and sound learning objectives should guide the

choice of materials and tools, including technology, to be used

in learning activities (Bredekamp & Rosegrant, 1994; Davis &

Shade, 1999).

 

Integrating computers into the classroom environment

Using them as a part of the ongoing curriculum

(Davis & Shade, 1994)
Applying their use to real problems for a real purpose

COMPUTERS IN THE CLASSROOM

Studies show that when computers are located in the classroom,

children’s developmental gains from using appropriate software

are significantly greater than when they are in a computer lab

(Davis & Shade, 1999). Reasons cited include:

Limited exposure to computers when they are placed in labs

 Less collaboration and peer tutoring in lab settingsOTHER TYPES OF TECHNOLOGIES

In addition to computers, many other types of technologies can

be used effectively with children. The setting, the purpose, and

the developmental stages of the children will help decide the best

choices for a particular situation.

Children learn that:

What they say can be written down

What is written down can be read

What others say can be written down

(Novick, 1998)

They can read what others write down

The tendency to use drill-and-practice software in labs, while more tool-oriented software is used in classrooms

This includes:

As children become more able to read and write on their own they are not limited to icons and pictures on the screen for understanding. More opportunities for independent use become available with increasing language and literacy skills.Children’s activities and experiences with computers will evolve over time as they grow and develop. Very young children often use computers with help from an adult or older child.

Technology offers additional ways to learn, and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal (Clements, 1999).Technology offers unique intellectual experiences and opportunities for young children. Computers allow representation and actions not possible in the physical world. For example, childrenFine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children struggle to form letters. A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation (Davis & Shade, 1994).The variety of rich experiences that promote early literacy, including conversations with caring adults, storytelling, drawing and painting, and pretend play, is critical in the development of both oral and written language (Novick, 1998).

AND

. The ability to form and sustain relationships gives meaning to learning experiences.