Technology and Young Children

A position statement by Sister

Theresita Belemjian, Victoria Chaudoir,
and Paige Sobetski

Issues: Technology is now a regular part

of our daily lives and children born into
this generation are using technology at a
younger age. What impact does
technology use have on young children? Is it a positive or negative impact? With what we
know about developmentally appropriate practice and child development, at what age is it
appropriate to use technology in the classroom and in the curriculum as well as at home?

Position: From what we as future educators have researched in regards to technology and
young children, our position about this issue is as follows:
Not all technology is equal; there is a significant difference in technology
that interactively engages the child (iPads, computers, etc.) and technology that
the child passively uses (television, movies, etc.).
Research has not decisively stated whether technology has a negative or
positive impact on the child. However, the American Academy of Pediatrics and the
White House Task Force on Childhood Obesity discourage the use of any amount or
type of screen media and screen time for children under 2 years of age, and
recommend no more than one to two hours of total screen time per day for children
older than 2 years of age.
Technological interactions should support creativity, exploration, multiple
forms of play, as well as outdoor activities.
Technology can and should be used to enhance the experience of children
with special needs.
Technology can be used to benefit children and families who are Dual
Language Learners.
Children must be taught digital citizenship and the responsibilities that
follow with digital literacy.
Technology should never be emotionally damaging, physically harmful,
disrespectful, degrading, dangerous, exploitative, or intimidating.
What Educators Need to Understand:
Using technology in the classroom is not a necessity.
Educators of young children need to be informed and educated on the
appropriate use of technology in the classroom.
As with all things, technology use requires balance, thoughtfulness, and
purposeful planning in order to for it to beneficial in a classroom setting for young
children.
Technology is ever-changing.
Educators need continuous training, professional development opportunities,
and examples of successful practice to develop the knowledge, skills, and
experience needed regarding technology.
Teachers are partners for children who choose to use technology.
Developmental appropriateness of technology must be evaluated regularly.

Curriculum Recommendations for Educators of Young Children:

Have meaningful conversations about the technology you allow children
to use to help them interpret it.
Technology should be used in moderation to supplement, not replace, hands-
on learning with real materials. (from High/Scope)
Technology should be interactive and open-ended, and it should promote
discovery learning, not emphasize drill and practice. Software should encourage
creativity, problem solving, and reflection. (from High/Scope)
Provide geometry software that allows children to explore the concept of
shape by stretching, bending, shrinking, or combining images. (from NAEYC)
Use interactive digital games as a way to explore math, reading, social
studies, and science concepts. (from NAEYC)
Provide digital microscopes and other digital tools for investigation. (from
NAEYC)
Use software programs to create classroom books and newsletters.
Create an environment conducive to social interactions for the students
while using the computer

Activities Across Content Areas and Grade Levels:

Using cameras, have the students take pictures and chart the changes they
see in the seasons for their science lesson.
Use Khan academy (https://www.khanacademy.org/#/math/k-8-grades) for
math practice for students.
Use digital books on iPads for students to listen and follow along the story
during reading centers.
 For Writers Workshop, have the students type their written work on the
computer to publish and share with the class.
For social studies, have the students connect through Skype with other
students around the country and even the world to share their experiences.
Using digital stories to help Dual Language Learners share details of their
home life
Virtual tours to make social connections
Technology that provides parents of migrant preschoolers with early literacy
and math activities to help their children get ready for school

Resources for Educators of Young Children:

http://www.naeyc.org/content/technology-and-young-children
http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol28No1_highres.pdf
http://www.naeyc.org/content/technology-and-young-children/resources
http://www.naeyc.org/STEM
http://www.naeyc.org/blog/technology-support-early-learning
http://www.commonsensemedia.org
http://www.healthychildren.org