With the emergence of the iPad,
and an “app” for almost anything we can dream of, one needs to take a step back
and consider the relationship between the available technology and the critical
physical, socio-emotional, language and cognitive development taking place in a
child’s early years. What,
how, and how much children learn in school depends a great deal on competence
developed in those developmental stages early in life. While new and interactive technologies,
like the iPad, can make it easier for students to learn by doing and help them
to build background knowledge and visualize difficult concepts, we need to be
careful not to lose sight of the need to find a balance, knowing how to align
the elements of healthy childhood with the unique capabilities offered by
technology (Van Scoter, Ellis, and Railsback, 2001).
The following chart can help to both outline some of the
components of child development and aligning the possible role technology can
play for a neuro-typically developing child.
Developmental
Area
|
Definition
|
Technology
Alignment
|
Social/Emotional
|
The development of
emotions, relationships with others, self-concept and personality, which is a
stable way of thinking, feeling and behaving.
|
While technology does not
replace human interaction it can serve as a catalyst for social interactions
and conversations related to a child’s interest or school work.
|
Language
|
The process by which
children come to acquire, understand and communicate language by learning it
as it is spoken and by mimicry.
|
Interacting with
technology (computers, iPads, etc) can elicite more social interaction than
traditional activities (such as puzzles or block building). Studies show that computers encourage
longer, more complex speech and the development of fluency, as well as, high
levels of spoken communication and cooperation (such as turn taking and
collaboration).
|
Physical/Motor
|
The
development of physical skills include:
·
Gross (or large) motor
skills involving the larger muscles including the arms and legs (walking,
running, balance and coordination).
·
Fine (or small) motor
skills involving the smaller muscles in the fingers, toes, eyes and other
areas (drawing, writing, grasping objects, throwing, waving and catching).
|
While word processing
allows for composition and revision without being distracted by the fine
motor aspects of letter formation, it should be used sparingly. The American Academy of Pediatrics
recommends screen time (computers, TV, video games) by limited to one or two
hours per day for young children.
Computers should not replace outdoor activities and play.
|
Cognitive/General
Knowledge
|
The development of
intelligence, conscious thought, and problem solving ability.
|
Research indicates that
computer experience promotes greater gains in both verbal and nonverbal
skills, problem solving, and abstraction and conceptual skills.
|
Perhaps the best thing to keep in
mind is that technology is a tool that, when used appropriately, can
introduce positive elements for exploration and experimenting; it needs to be
connect to what children already know and build upon that. It should provide opportunities to
discover, make choices and foster creativity. Ask – is it developmentally appropriate with how and what a
child needs at the current stage of development and will it be beneficial to
their learning in the future.
Resources:
Van Scoter, J.D. Ellis, and J. Railsback (2001). Technology
in Early Childhood Education: finding the balance. Northwest Regional Educational Laboratory, Portland, Oregon
Young, Mary Eming, Frontline. Technology and Early Child
Development. Available at www.techknowlogia.org/TKL_Articles/PDF/314.pdf
NAEYC position statement on Technology and Young Children –
Ages 3 through 8. 1996 (updated 1998). Washington DC NAEYC www.neayc.org/resources/position_statements/psteach98.htm
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