Technology in Early Childhood
This is a student sample – no part may be copied or reproduced
Introduction/Policy and Legislation
Is there a place for technology in a
high-quality early learning experience?
Children are growing up in a digital
age that their parents and grandparents
did not have. Young children have a
variety of digital technology at their
fingertips. Computers, smartboards,
tablets, phones, DVD’s electronic toys
and games, e-books and audio
recorders. These devices are children’s
tools of their time and culture. “Early
childhood educators are the linchpins
in whether young children attend
enriched, dynamic environments
outside the home, where they are
exposed to language, conversation, and
activities guided by developmentally
appropriate practice. Teachers are the
ones who make critical decisions about
how children are exposed to and
interact with technology” (Evans,
2014).
Technology can be very useful for
children to learn and develop. They can
look up birds and what they sound like
or skype with children in another
country. Interactive story boards can
help children to construct meaning.
However, if not monitored technology
can be harmful and interfere with
development and learning of our young
children.
NAEYC and the Fred Rogers
Center are concerned about health
issues and obesity because children
spend too many hours in front of
screens and not enough time with gross
motor and play outside. They also
believe that technology and interactive
media can promote effective learning
when used intentionally. The principles
that NAEYC uses to guide adult’s
states, “Technology and media should
never be used in ways that are
emotionally damaging, physically
harmful, disrespectful or dangerous”
(NAEYC, 2012).
Advocacy
As Early Childhood Educators, it
is our duty to advocate for the use of
technology in a quality care environment.
It is imperative that we inform parents
and fellow colleagues on both the
advantages and disadvantages that
technology can have. Advances in
technology and interactive media are
transforming how we communicate, learn,
and educate in the home, office, and early
childhood settings (NAEYC, 2012). We
must also contact our local legislators to
request additional funding for technology.
When making decisions about
technology, program administrators must
be well advised on the ongoing cost of
technology including initial cost, the
ongoing costs of updating and upgrading
hardware and software, and unspecified
costs, such as additional items needed to
use the product (NAEYC, 2012). Attend
political events such as “Child Action
Day” in Harrisburg, PA, to voice the
importance of technology to state
legislators (NAEYC). Petition parents to
write letters to their community
representative.
Holding open houses, back to
school nights, and fun.
Technology in Early Childhood This is a student sample –.docx
1. Technology in Early Childhood
This is a student sample – no part may be copied or reproduced
Introduction/Policy and Legislation
Is there a place for technology in a
high-quality early learning experience?
Children are growing up in a digital
age that their parents and grandparents
did not have. Young children have a
variety of digital technology at their
fingertips. Computers, smartboards,
tablets, phones, DVD’s electronic toys
and games, e-books and audio
recorders. These devices are children’s
tools of their time and culture. “Early
childhood educators are the linchpins
2. in whether young children attend
enriched, dynamic environments
outside the home, where they are
exposed to language, conversation, and
activities guided by developmentally
appropriate practice. Teachers are the
ones who make critical decisions about
how children are exposed to and
interact with technology” (Evans,
2014).
Technology can be very useful for
children to learn and develop. They can
look up birds and what they sound like
or skype with children in another
country. Interactive story boards can
help children to construct meaning.
However, if not monitored technology
can be harmful and interfere with
3. development and learning of our young
children.
NAEYC and the Fred Rogers
Center are concerned about health
issues and obesity because children
spend too many hours in front of
screens and not enough time with gross
motor and play outside. They also
believe that technology and interactive
media can promote effective learning
when used intentionally. The principles
that NAEYC uses to guide adult’s
states, “Technology and media should
never be used in ways that are
emotionally damaging, physically
harmful, disrespectful or dangerous”
(NAEYC, 2012).
Advocacy
4. As Early Childhood Educators, it
is our duty to advocate for the use of
technology in a quality care environment.
It is imperative that we inform parents
and fellow colleagues on both the
advantages and disadvantages that
technology can have. Advances in
technology and interactive media are
transforming how we communicate, learn,
and educate in the home, office, and early
childhood settings (NAEYC, 2012). We
must also contact our local legislators to
request additional funding for technology.
When making decisions about
technology, program administrators must
be well advised on the ongoing cost of
technology including initial cost, the
ongoing costs of updating and upgrading
5. hardware and software, and unspecified
costs, such as additional items needed to
use the product (NAEYC, 2012). Attend
political events such as “Child Action
Day” in Harrisburg, PA, to voice the
importance of technology to state
legislators (NAEYC). Petition parents to
write letters to their community
representative.
Holding open houses, back to
school nights, and fundraisers are all
different types of platforms to discuss,
share, and educate the importance of
technology in the early education
environment.
Encourage Parents and colleagues
to “Stay Connected.” Connect with other
families, and educators via conferences,
6. play dates, social media etc., to stay up to
date on the latest technological advances
in Early Education.
History
Technology is an ever
changing aspect of our daily lives
including that in Early Childhood
Education. The ways in which
technology has effected early
childhood is being seen more and
more with the newer generations.
There has been a lot of
research on how technology effects
children and their development but
there have been times that famous
theorists have implemented
7. technology into teachings. In 1960
Piaget and Papert collaborated with
one another to form a program that
allowed children to write computer
codes to control a robot (Boss,
2011). Papert used this teaching as a
stepping stone to give insight into
how he thought technology or at
least his technology was helping
children. In 1970 Papert explained
that he felt with computers, it would
be easier to get children into
something they enjoy doing (Boss,
2011). Computers are used in
today’s classrooms as well to help
teach children new skills whether it
be typing skills or even reading
skills.
8. Children are able to learn in
school more with the use of
technology. There are children who
rely on technology for
communicational purposes, and
with the introduction of even the
simplest technologies such as a
chalk board children were and are
able to do this. Chalk boards were
one of the first ways in which
teachers could convey lessons, and
allow for children to interact within
the classroom. The chalk board has
sense evolved into electronic boards
that are controlled by using a
computer or a special pen. Even
though the chalk board has been
9. Conclusion:
Children and Technology are
both everchanging. As technology
changes so does the development of our
children. Children still need “Free Play”
in combination with current
technological trends to fuel their
development.
Educators and parents have to
stay connected, vigilant, and intentional
while using technology. Technology is a
tool for educators and parents that when
used intentionally can be very useful in
their learning. At the same time parents
and educators have to stay up-to-date on
current technological trends to better
inform one another on these issues.
Teachers and parents have to stay
10. connected and communicate for
children’s success in the classroom and
the implementation of technology.
NAEYC, The Fred Rogers
Center, The U.S. Department of
Education, The American Academy of
Pediatrics, U.S. Department of Health
and Human Services all have similar
policies regarding technology in early
childhood education; mentioning the
monitoring of screen time and the
intentional use of technology to assist in
the child’s development, technology
should be there to support creativity and
help educators strengthen home and
school connections. Ultimately, when
used correctly our children can benefit
from the used if technology.
11. The American Academy of Pediatrics
believes that “one to two hours of total
screen time per day for children older
than two, and discourage any amount
of screen time for children under 2
years of age” (NAEYC, 2012). It is
also equally important to partner
parents and families in creating
experiences rich in interaction and
language. The U.S. Department of
Education and the U.S. Department of
Health and Human Services has an
Educational Technology Policy. They
believe that technology should never
replace unstructured play time and
children should have exposure to many
12. different types of play. Guided play,
independent play and play with peers.
Frequency of technology is important
for educators and families. To
summarize policy, technology should
be used appropriately to enhance
cognitive and social skills.
Technology should support creativity
and help educators strengthen home
and school connections. When
implemented with curriculum, children
can benefit from extending their
learning.
In answer to the first question, Is
there a place for technology in a high-
quality early learning experience? The
answer is yes as long as it is used
appropriately. It is ultimately the role
13. of the educator and parent to make
sure that technology is not taking away
from free play and movement. If the
policies outlined are followed and
teachers take trainings and professional
development to use technology, our
children can benefit from it.
enhanced the use of the pen still
allows for fine motor development as
well as writing skills.
Technology is ever growing
in our classrooms and it seems that it
is doing more good than it is bad.
Children who are non-verbal have
ways to communicate, children who
14. cannot write have ways to express
themselves through their own work
and teachers are able to let their
children explore in new ways.
Technology will forever be
changing, as will the way our
children develop and these two
things will grow together in a way
that is most beneficial.
References
Boss, S., (2011). Technology Intergration: A Short History.
Retrieved from
https://www.edutopia.org/technology-integration-history
Evans Allvin, R. (2014). Technology in the Early Childhood
Classroom. YC:
Young Children, 69(4), 62.
NAEYC 2012, Technology and Interactive Media as Tools in
Early Childhood
Programs Serving Children from Birth through Age 8.
Retrieved from
