Positive and negative impact of technology on children
In the world today, technology is not a new term. In the past decade, there is an increased awareness of the importance of investing in children’s early lives. Early Childhood Care and Education (ECCE) services have rapidly expanded in the world. Children interact with technological devices such as phone, televisions, computer among others in school, at home and in the community at large. Therefore, we find it difficult to separate children from technology. But the big question is, how does it affect the growth of these children. It has both positive and negative impact. Educators of childhood education and parents have a role to monitor and control how children interact with technology. In school, teachers are adopting technical devices in the classroom to help them promote learning as well as making the learning environment more active for children (Kirriemuir,2014). Advancement in technology has made children be more attracted to these devices where some of them contain misleading information. Others expose children to the immoral world hence corrupting the culture and morals of the society. This essay will give a broader view as to why technology in early childhood is an issue of concern which needs to be addressed by professionals in early childhood, parents and the entire childhood community (Railsback, 2011). Therefore, it is essential to retrain, recruit and support professionals in ECCE in order to achieve best early childhood training.
This section discusses what other researchers have written concerning technology in early childhood. It also seeks to synthesize existing evidence as well as determining knowledge gaps about early childhood educators and their working settings. Historically, there have been debates if its right for young children to use technology and technology devices at school or at home (Smith, 2010). One side argues that it is inappropriate for young children to spend too much time on screens. They state that this may overload the children sense and can lead to poor concentration or attention difficulties (Blackwell & Wartella, 2014). Therefore, should consolidate their knowledge by use of concrete materials. In addition, its urged that overuse of technology exposes young children at risk of visual difficulties and muscular-skeletal injuries (Carr, 2008). Children are also venerable to some media messages, video and television games related to aggression and antisocial behaviors. Others urge that technology can cause children to have a poor imagination and lack social skills, which can lead to isolation (Byler, 2017). On the other hand, some urged that appropriate use of technology is essentials since it can enhance the smooth learning of young children especially in areas of emergent literacy skills. Others urged that technology motivates learners, increases student learning practices and develops social skills. It is of great importance to Students with special needs and disabilities. Those who support this argument believes that early introduction of technology to young children helps them to acquire technology skills which they will require in future when handling technical problems (Genish, 2018).
In the recent past, the debate has changed from if its right for young children to use technology in young early childhood setting to how technology should be used. In other words, how it makes a difference in development and learning in young children. Policy makers and educators of early childhood joined hands to determine how technology should be integrated into the curriculum design and into pedagogical practice in the early childhood setting. Some researches recommended policymakers to come up with an approach to use of technology by taking into consideration the technology design. Here technology design would be used to examine if the technology supports curiosity, creativity, promotes interaction among young children or provides a learning experience (Bredekamp, 2017). On the other hand, there were researchers who suggested that use of technology in early childhood learning is often limited or inconsistent. They explained that technology use as a form of a simple drill as well of practices software. They claimed that the international curriculum document does not combine descriptions of play as learning and description of the use of technology as learning. Educators of early childhood find it difficult to combine technology use and pedagogical understandings of play. Integrating technology in a child-centered setting where children develop inquiry through a play is a greater challenge compared to when children are required to make instruction (Fantuzzo, 2012).
Addressing the issue of technology in early childhood
(Copple & Bredekamp, 2009) carried out a research concerning technology and the four domains of development; cognitive, social, motivation and language development. In their findings, they stated that when computers are used, there is higher social interaction among children. They also demonstrated support for computer use to assist scaffold children’s learning. They claimed that children learn better with a skilled partner than when learning on their own. They claimed that computers are very motivating for preschoolers. Besides, they noted that computers had no effect on improvements in language skills. They did not find computers being a hindrance of language skills neither did it demonstrate improvement in language skills. However, they recommended that further research should be carried out using a larger sample size in a well-defined learning environment.
According to research conducted by (Fantuzzo, 2012), in his work, he found out that the key to overall success of early childhood learning is a good relationship between the educator and the learner. He concluded that by use of technology, teachers are able to identify opportunities for supporting learning in students. He also argued that use of technological devices enables educators to improve their teaching skills in different ways that meet the needs of different pupils. The teacher may use technical tools in various ways and not only in the classroom interaction with the learners (Loveless, 2012). They can create a better effective learning/teaching environment by using these tools for assessment, documentation, instruction, and communication support. Research findings show that the integration of these various types of technological resources in the planning of everyday lesson empowers educators to influence learning development in young children positive (Yelland,2018). Research shows that most of the early childhood teachers are ready and willing to use more digital gadgets in their teaching practices. A good number believed there is a need to quality digital resources and improved access to internet and devices in order to engage the pupils and more teaching materials (Lankshear, 2013).
Most of the recent literature is embracing the use of thoughtful use of technology in early childhood development. The diverse technology plays part in accomplishing today’s education vision. These visions include assisting the learner to get deep, broad and creative understanding of the society, economic, cultural and international politics and acquire social skills that enable them to interact across different situations (Bennett,2016). These experiences enable them to productively live in a global, information-based digital future awaiting them. Other researches claim that it prepares the pupils to be better citizens, better, problem solvers, better consumers and better thinkers, better commutators and overall better people prepared to face the technology world (Haugland, 2010). Research shows that there is increased technology awareness among the educators of early childhood. As compared to 2012, there is increased access to tablet computers and interactive whiteboards by educators (Bolstad, 2018). More educators have been reported to be receiving professional development in technology education. This had led to reduced negative attitude among the educators since they are equipped with the know-how of using these gadgets.
Integrating technology into the curriculum design and pedagogical practice
In my work as an early childhood teacher, I have always believed that technology plays a critical role in early hood development. The literature reviews above clearly support my views. The review of the literature suggests that technologies offer new opportunities that strengthen various aspects of ECCE practices. As an ECCE teacher, I sought to explore more on these opportunities (Early, 2011). The review has broadened my understanding of how to use technology when handling young children. I have learned the importance of using technology to enhance a good relationship with my students which in turn will lead to good student performance. As a teacher, I have come to understand to which extent the students should interact with technology. This will ensure that pupils are not exposed to health issues such as difficulty in seeing (Bredekamp, 2017). From the literature review, it is evident that parents, teachers, policymakers and the entire society has a role to control what type of media young children play (Powell, 2014). This helps to ensure that these children are not exposed to violent films or videos that can break down of morals. Finally, as an early childhood teacher, I have learned that the use of technical devices in the classroom and in my daily practiced can make my work easier such as planning for the day. Educators of early childhood should take the initiative of getting technology education for them to be equipped to teach the pupils since technology keeps on changing (Haugland, 2010).
From the literature review, it’s the work of policymakers and those who are involved in the development of early childhood curriculum to come up with good early childhood education system (Davis,2016). There is a need for implementing and maintaining an effective early childhood technology system. This can be designed to implement and ensuring a comprehensive technology system is maintained. This can be achieved by combining the four elements of nationally recognized demonstrations model as well as the peer-reviewed outreach model (Hojman, 2015). The model should incorporate training, technical support for educators, follow up, and technical support team. The system should also carry out technology assessment which is team-based for pupils with moderate or severe disabilities. The system should ensure there is technology integration in early childhood classroom curriculum. finally, the system should ensure that there is a good transition into early childhood education and other programs. Therefore, for successful tech education, parents should carry out appropriate child care and practices good parenting practices (Morrison, 2013).
In relation of technology concern with my past personal experience, I can relate this with a school I served as early childhood educator. When I visited the school, I found the touchpad that rarely used by the teachers. My high interest in technology made me find out more on how this device would be used in early childhood education. Later I used the touchpad to take photos and store them in computers as well as transferring them from one device to another. Although at first, some educators found it difficult for them to use it. With time most educators used it in planning and assessment (Dahlberg, 2014). Currently, most educators have acquired skills on how to use technological devices in their work. It is my hope that in future more advancement in technology will make learning and teaching of early childhood education by the development of computer-based systems or applications that will help both the learner and the educator to have a better understanding of the world ( Keengwe & Onchwari, 2009).
While addressing technology concern, as educators, we are able to interact better with other members of the staff and parents of the pupils we teach. This can be through smartphone calls, instant messages, through the internet in social media. We are also able to learn more online on how to strengthen the child-teacher relationship. Parents are aware and should learn on how to use the various tech tools such as a smartphone that they own. This will help them support their children in early tech learning (Barnett, 2012). They will also strengthen the home-school relationship. They can help young learners to gather information online using E-learning sources.
In my personal and professional life, I have learned that much is expected from me as far as technology and young pupils are concerned. As much as am interested to learn more to be able to teach pupils concerning technology, as a teacher it is possible to also get a chance to learn more on technology. As educators, we all face similar challenges. Some of these challenges include but are not limited to difficulties when implementing policies. Policies are made but it takes time for these policies to be implemented (Barnett, 2008). Another problem is that although technology keeps on changing, educators are not given enough training on new technologies that are emerging. Lack of enough time to play. In the modern world, technology is replacing play both at school and at home. As an educator, I would take time to train on the emerging technology issues in order to give my students up-to-date guidelines. In future I would also advise parents on how to handle children at home to ensure that they engage in healthy activities. Policymakers should take into consideration that it takes time for change to take place hence should give it enough time to evaluate results (Bodrova & Leong, 2017).
Educator interaction and engagement in physical activities is a key consideration for the success of ECCE. The physical and social environment created between the educator and the teacher plays a big role in the overall performance of young pupils. It is therefore important for the educator to create a healthy relationship with the learners. By doing this, the educator will gain support and trust from parents when handling their children. As an educator, I would ensure there is a healthy interaction between me and the pupils I teach. For example, when teaching them on technology tools, I would ensure we interact and that every student is able to handle and interact with these devices. This would ensure that the student acquire high-quality early childhood education since the educator is able to understand each student at a personal level (Turnbull, 2015).
In conclusion, we find technology education in young children is very essential. Young children are also crazy about technology. It helps them to think broadly and get prepared to the digital world ahead of them. As discussed in the literature review, the society has the role of controlling the extent to which these young ones should interact with technology. They are various advantages and disadvantages of technology education in early childhood. We find that educators are responsible for learning various tools and how they are used as technology keeps on changing. For the overall success of quality early childhood education, both parents and educators have to pull hands by establishing a good relationship with the learners (Mallory & New, 2015). Policymakers should take into consideration the type of policies they make and come up with ways of implementing them that will facilitate better learning for the pupils. Surely, technology comes to make students better and prepares them for future real-world experiences. Thanks to technology.
References
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