Technology and Interactive Media
as Tools in Early Childhood Programs
Serving Children from Birth through Age 8
A joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (ADOPTED JANUARY 2012)
Key Terms;
Interactive media; refers to digital and analog materials, including software programs, applications (apps), broadcast and streaming media, some children’s television programming, e-books, the Internet, and other forms of content designed to facilitate active and creative use by young children and to encourage social engagement with other children and adults.
Non-interactive media ; include certain television programs, videos, DVDs, and streaming media now available on a variety of screens. Noninteractive technology tools and media are not included in the definition and description of effective and appropriate use in this statement unless they are used in ways that promote active engagement and interactions. Noninteractive media can lead to passive viewing and overexposure to screen time for young children and are not substitutes for interactive and engaging uses of digital media or for interactions with adults and other children.
Digital literacy; The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. – The term digital literacy is used throughout this statement to encompass both technology and media literacy.
Digital Citizenship; The term digital citizenship refers to the need for adults and children to be responsible digital citizens through an understanding of the use, abuse, and misuse of technology as well as the norms of appropriate, responsible, and ethical behaviors related to online rights, roles, identity, safety, security, and communication.
Statement of the Issues
- Technology and interactive media are here to stay.
- There are concerns about whether young children should have access to technology and screen media in early childhood programs.
- All screens are not created equal.
- There is conflicting evidence on the value of technology in children’s development.
- The appeal of technology can lead to inappropriate uses in early childhood settings.
- Issues of equity and access remain unresolved.
tHE POSITION of NAEYC and the Fred Rogers Center
Technology and interactive media are tools that can promote effective learning and development when they are used intentionally by early childhood educators, within
the framework of developmentally appropriate practice (NAEYC 2009a), to support learning goals established for individual children. The framework of developmentally appropriate practice begins with knowledge about what children of the age and developmental status represented in a particular group are typically like. This knowledge provides a general idea of the activities, routines, interactions, and curriculum that should be effective. Each child in the particular group is then considered both as an individual and within the context of that child’s specific family, community, culture, linguistic norms, social group, past experience (including learning and behavior), and current circumstances (www.naeyc.org/dap/core; retrieved February 2, 2012).
Children’s experiences with technology and interactive media are increasingly part of the context of their lives, which must be considered as part of the developmentally appropriate framework.
To make informed decisions regarding the intentional use of technology and interactive media in ways that support children’s learning and development, early childhood teachers and staff need information and resources on the nature of these tools and the implications of their use with children.
Principles to Guide the Appropriate Use of Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8
NAEYC and the Fred Rogers Center offer the following principles to guide the use of technology and interactive media in early childhood programs.
- Above all, the use of technology tools and interactive media should not harm children.
- Developmentally appropriate practices must guide decisions about whether and when to integrate technology and interactive media into early childhood programs
- Professional judgment is required to determine if and when a specific use of technology or media is age appropriate, individually appropriate, and culturally and linguistically appropriate.
- Developmentally appropriate teaching practices must always guide the selection of any classroom materials, including technology and interactive media.
- Appropriate use of technology and media depends on the age, developmental level, needs, interests, linguistic background, and abilities of each child.
- Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning.
- When used appropriately, technology and media can enhance children’s cognitive and social abilities.
- Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play, and outdoor activities.
- Technology tools can help educators make and strengthen home–school connections.
- Technology and media can enhance early childhood practice when integrated into the environment, curriculum, and daily routines.
- Assistive technology must be available as needed to provide equitable access for children with special needs.
- Technology tools can be effective for dual language learners by providing access to a family’s home language and culture while supporting English language learning.
- Digital literacy is essential to guiding early childhood educators and parents in the selection, use, integration, and evaluation of technology and interactive media.
- Digital citizenship is an important part of digital literacy for young children.
- Early childhood educators need training, professional development opportunities, and examples of successful practice to develop the technology and media knowledge, skills, and experience needed to meet the expectations set forth in this statement.
- Research is needed to better understand how young children use and learn with technology and interactive media and also to better understand any short- and longterm effects.
RECOMMENDATIONS
NAEYC and the Fred Rogers Center recommend that early childhood educators;
- Select, use, integrate, and evaluate technology and interactive media tools in intentional and developmentally appropriate ways, giving careful attention to the appropriateness and the quality of the content, the child’s experience, and the opportunities for co-engagement.
- Provide a balance of activities in programs for young children, recognizing that technology and interactive media can be valuable tools when used intentionally
with children to extend and support active, hands-on, creative, and authentic engagement with those around them and with their world. - Prohibit the passive use of television, videos, DVDs, and other non-interactive technologies and media in early childhood programs for children younger than 2,
and discourage passive and non-interactive uses with children ages 2 through 5. - Limit any use of technology and interactive media in programs for children younger than 2 to those that appropriately support responsive interactions between caregivers and children and that strengthen adult-child relationships.
- Carefully consider the screen time recommendations from public health organizations for children from birth through age 5 when determining appropriate limits on technology and media use in early childhood settings. Screen time estimates should include time spent in front of a screen at the early childhood program and, with input from parents and families, at home and elsewhere.
- Provide leadership in ensuring equitable access to technology and interactive media experiences for the children in their care and for parents and families.
SUMMARY
This statement provides general guidance to educators on developmentally appropriate practices with technology and interactive media. It is the role and responsibility of the educator to make informed, intentional, and appropriate choices about if, how, and when technology and media are used in early childhood classrooms for children from birth through age 8. Technology and interactive media should not replace other beneficial educational activities such as creative play, outdoor experiences, and social interactions
with peers and adults in early childhood settings. Educators should provide a balance of activities in programs for young children, and technology and media should be recognized as tools that are valuable when used intentionally with children to extend and support active, hands-on, creative, and authentic engagement with those around them and with their world.
Educators should use professional judgment in evaluating and using technology and media, just as they would with any other learning tool or experience, and they must
emphasize active engagement rather than passive, noninteractive uses. To achieve balance in their programs and classrooms, they should weigh the costs of technology,
media, and other learning materials against their program’s resources, and they also should weigh the use of digital and electronic materials against the use of natural and traditional materials and objects.
Support for early childhood professionals is critically important. Educators need available, affordable, and accessible technology and media resources as well as access to research findings, online resources and links, and a professional community of practice. Preservice and professional development opportunities should include in-depth, handson technology experiences, ongoing support, and access to the latest technology tools and interactive media. To improve and enhance the use of technology and interactive media in early childhood programs, educators also need positive examples of how technology has been selected, used, integrated, and evaluated successfully in early childhood classrooms and programs.
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