Are young children suited for digital use? Modern technologies are extremely potent because they capitalize on one of the strongest inherent biases we do possess—the desire for information that is presented graphically. The preference for information given visually in the human brain is very strong. Young children’s attention is drawn to and kept by visual media like television, movies, videos, and the majority of computer programs. Young children who spend hours watching television fail to acquire other perceptions. But interactive technologies that foster a child’s natural curiosity, capacity for problem-solving, and capacity for autonomous thought are those that benefit young children the most.
All facets of American life heavily rely on technology, and this trend will only continue in the future. Children are using technology more frequently as a result of its greater usability. Early childhood educators have a duty to consider how technology affects kids and to be ready to apply technology to kids’ advantage. In order to transform the lives of children and their families, educators of young children must take greater responsibility.
Young children and digital use raise a number of concerns, including the following:
Some of the things that are talked about are the use of technology in early childhood programs, violence and stereotyping in software, equal access to technology, the effects of technology on professional development, and the role of teachers and parents as advocates.
In order to maximize possible benefits from technology use, a teacher’s role is essential in making wise selections. Selecting the right software is comparable to selecting the ideal choice of textbooks for a classroom. Computers can be used by teachers to implement fresh approaches to learning and teaching. Young children are naturally drawn to computers. Children’s interest is captured by the sound and images. When using the right program, children are involved in imaginative play, mastery learning, communication, and problem solvingg the right software is comparable to selecting the ideal choice of textbooks for a classroom. Computers can be used by teachers to implement fresh approaches to learning and teaching. Young children are naturally drawn to computers. Children’s interest is captured by the sound and images. When using the right program, children are involved in imaginative play, mastery learning, communication, and problem solving. The action and pacing are in the hands of the kids. They are free to experiment with modifications and repeat a procedure or activity as frequently as they wish. They can share their findings and inventions and make decisions together. With the help of well-designed early childhood software, a kid might find new obstacles as she gains proficiency. The software’s appropriate visual and verbal prompts broaden play themes and opportunities while letting the youngster be in charge. The youngster has access to enormous amounts of pictures, sounds, and information of all types. Even three- and four-year-old children can use age-appropriate software. This demonstrates how technology can improve a child’s social and cognitive skills. It offers a glimpse into a child’s thought process.
Each classroom has its own set of overarching principles, ideals, themes, and activities. All children and their families should have fair access to technology, according to early childhood educators. Modern technologies are extremely potent because they rely on one of our strongest prejudices. The issue with this is how passive a lot of contemporary devices are. They thus fail to give kids the essential emotional, social, cognitive, and physical experiences they need when they’re young, both in terms of quality and quantity.
Unfortunately, technology is frequently used to replace social relationships when it should be used to strengthen them.In the past ten years, research has expanded beyond straightforward technological queries. Even very young children are becoming confident and at ease using computers. They may activate them, adhere to instructions that are illustrated, and make use of environmental and visual clues to comprehend and rationalize their actions. They don’t appear to have any problems typing on the keyboard; rather, they appear to take joy in it. Even youngsters with physical and emotional problems may use the computer easily now thanks to recent technical advancements. Computers not only increase a person’s mobility and sense of control, but they also boost self-esteem.
Technology’s unique worth is thus no longer in doubt. According to research, what is substantial for youngsters is not just what is tangible but also what has meaning. Computer representations are frequently easier to control, more adaptable, and extendable. Additionally, there are a variety of specialist programs that let kids with certain information-processing issues receive a multimedia presentation of the subject in order to help them comprehend and process the information. There are still a lot of good computer programs with a primary educational focus on reading or mathematics. These highly entertaining activities encourage kids to become better readers and problem solvers in math. It is far simpler to understand information when it is presented in a playful and engaging manner than when it is provided on a single page with a number of columns that you must tally up.
We are constantly looking for the magic wand to make all of our problems go away. Today, technology is our life’s magic wand. It lessens the racial gap in academic performance while also raising academic skills and lowering dropout rates. However, there is a risk that computers will only be employed to support the general national trend toward earlier and more academic skill acquisition, neglecting other significant developmental needs. Additionally, there will still be concern that needs for development that cannot be met by technology, such as those for physical play, outdoor community and natural exploration, art, music, and dance, as well as the acquisition of particular social skills and moral values, as well as the experience of diversity in a variety of contexts, will be neglected or severely compromised.
Future learning environments will include technology in the majority of early childhood programs and schools. We must ensure that instructors have adequate training and support and that the programs and websites utilized are developmentally appropriate, non-racial, non-biased against persons with disabilities, and respect religious diversity if we want to ensure that this new technology is used properly.