Are young children well suited to the use of technology? Modern technologies are extremely powerful because they rely on a few of the most powerful genetic biases we do have – the taste for visually presented information. The human mind has a tremendous bias for visually presented information. Television, videos, movies, and many computer programs are extremely visually oriented and therefore attract and keep the interest of young children. When young kids sit in front of the tv for hours, they don’t develop other perceptions. However, the technology that benefits young children the greatest are the ones that are interactive and enable the child to develop their curiosity, problem-solving and independent thinking skills.
Technology plays an integral role in all facets of American life which will only gain in the future. As technology is becoming easier to use, the use of it by kids has simultaneously increased. Early childhood educators have a responsibility to critically analyze the impact of technology on kids and be ready to use technology to benefit children. Children educators must be responsible for bringing a change in the lives of children and their families.
There are several issues about the use of technology by young children:
• the vital role of the instructor in assessing in assessing the right use of technology.
• the amalgamation of technology in early childhood programs
• stereotyping and violence in applications
• equitable access to technology
• a consequence of technology to professional development
• role of parents and teachers as advocates
A teacher’s role is vital in making good decisions concerning the use of technology to be able to attain potential benefits. Choosing the right software is very similar to picking the perfect pair of books for a classroom. Teachers should take advantage of computers to present new teaching and advancement strategies. Computers are intrinsically persuasive for young kids. The audio and images attract a child’s attention. A proper software engages children in creative drama, mastery learning, problem-solving, and dialog. Kids control the pacing and action. They can repeat a procedure or activity as frequently as they like and experiment with variations. They could collaborate in making decisions and discuss their creations and discoveries. Well-designed early childhood software develops in measurement with the child, allowing her to find new challenges as she becomes more proficient. Appropriate verbal and visual prompts designed from the software expand play opportunities and themes while leaving the child in control. Vast collections of sounds, images, and information of all types are put at the child’s disposal. The program can be made age suitable even for kids as young as three or four. This proves that technology can improve a child’s cognitive and social skills. It offers a window into your child’s thinking.
Every classroom has its own guiding philosophies, values, themes, and activities. Early childhood educators should encourage equitable access to technology for all children and their families. Modern technologies are extremely powerful as they rely on a few of the most powerful biases we’ve. The issue with this is that a lot of modern technologies are extremely passive. As a result of this, they don’t provide children with the quality and amount of crucial emotional, cognitive, social, or physical experiences they need when they’re young.
Unfortunately, technology is often utilized to replace social circumstances but it needs to be used to improve human interactions. During the present decade, studies have moved beyond simple questions about technology. Very young children are revealing confidence and comfort in handling computers. They could turn them on, follow pictorial instructions, and use visual and situational cues to comprehend and reason about their action. Typing on the keyboard doesn’t appear to cause them any trouble; in actuality, it appears to be a source of pride. As a result of recent technological advancements, even kids with physical and psychological disabilities may use computer effortlessly. Besides improving their freedom and sense of control, computers can help improve self-esteem.
Thus the exclusive value of technology is not any longer in question. Research indicates that what is strong for kids isn’t just what is physical but what’s meaningful. Computer representations are often more manageable, flexible, and extensible. To add more there are lots of specialized programs that enable kids with certain information-processing issues to find a multimedia demonstration of material so that they can better understand and process the content. Even now there are lots of excellent software programs with a major educational focus on math or reading. These programs, which are extremely engaging, inspire children to read better and learn how to solve mathematics problems. When information is presented in a fun and manner, it’s a great deal easier than looking at one page which has a lot of columns of numbers you are supposed to add up.
We’re always looking for the magic wand which vanishes and simplifies all our apps. And now the magic wand in our own life is technology. It not only raises academic ability, reduces dropout rates but also diminishes the racial divide in academic performance. The threat, however, is that computers will be utilized only to fortify the national trend toward earlier and more academic skill acquisition and other significant developmental needs will be ignored. Additionally, the fear will stay that developmental needs not fulfilled technology will be disregarded or radically compromised: physical drama, outside exploration of this community and of character; artwork, music, and dancing; learning particular social skills and moral values and experiencing diversity in a multitude of ways.
In the majority of early childhood schools and programs, technology is going to be a part of the learning landscape of the future. To make certain this new technology is used efficiently, we have to guarantee that teachers are fully trained and encouraged and that the applications and internet sites used are developmentally appropriate, non-racist, non-biased against individuals with disabilities, and respect religious differences.