Subject Code: ECE 12

There are concerns about whether young

Subject Title: Technology for Teaching and children should have access to technology and
Learning 2 (UTILIZATION OF INSTRUCTIONAL screen media in early childhood programs.
Several professional and public health organizations
TECHNOLOGY IN EARLY CHILDHOOD EDUCATION)
and child advocacy groups concerned with child development and
health issues such as obesity have recommended that passive,
I. Module Title: Principles on Technology Use for noninteractive technology and screen media not be used in early
Young Children childhood programs and that there be no screen time for infants
and toddlers. NAEYC and the Fred Rogers Center are also
II. Intended Learning Outcome: concerned about child development and child health issues and
have considered them carefully when developing this position
a.Explain the principles in technology and interactive media in early statement.
childhood education ; and
Non-interactive media include certain television programs,
b.Discuss issues on technology and interactive media in early videos, DVDs, and streaming media now available on a
childhood education 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
III. LESSON CONTENT
are used in ways that promote active engagement and
interactions. Noninteractive media can lead to passive
LESSON 1 viewing and overexposure to screen time for young children
and are not substitutes for interactive and engaging uses of
(Note: Review on the Principles on the Use of Technology for digital media or for interactions with adults and other children.
Young Children)

1. NAEYC Position Statement: The American Academy of Pediatrics (2009, 2010,

2011a, 2011b) and the White House Task Force on Childhood
(National Association for the Education of Young Children) Obesity (2010) discourage any amount or type of screen media and
screen time for children under 2 years of age and recommend no
Technology and Interactive Media as Tools in Early Childhood more than one to two hours of total screen time per day for children
older than 2 (Funk et al. 2009; Campaign for a Commercial-Free
Programs Serving Children from Birth through Age 8 Childhood 2010).
The Early Childhood Obesity Prevention Policies (Birch,
Definition of Terms: Parker, & Burns 2011; Institute of Medicine of the National
Academies 2011) recommend that child care settings limit screen
Interactive media refers to digital and analog materials, including time (including television, videos, digital media, video games,
software programs, applications (apps), broadcast and streaming mobile media, cell phones, and the Internet) for preschoolers (age
media, some children’s television programming, e-books, the 2 through 5) to fewer than 30 minutes per day for children in half-
Internet, and other forms of content designed to facilitate active and day programs or less than one hour per day for those in full-day
creative use by young children and to encourage social programs.
The report further encourages professionals to work
engagement with other children and adults. with parents to limit screen time to fewer than two hours per day for
children age 2 through 5. These recommendations to limit
digital literacy is used throughout this statement children’s exposure to screen time are related to two factors
to encompass both technology and media literacy potentially contributing to early childhood obesity: the food and
beverage marketing that children may experience when they are
watching television or interacting with other media and the amount
of overall screen time to which they are exposed (Birch, Parker, &
This statement is intended primarily to provide guidance to Burns 2011; Institute of Medicine of the National Academies 2011).
those working in early childhood education programs serving The Let’s Move! Child Care initiative recommends that
children from birth through age 8 caregivers allow no screen time for children under 2 years of age.
For children 2 and older, caregivers are encouraged to limit screen
time to no more than 30 minutes per week during child care, and
parents and caregivers are advised to work together to limit
This 2012 position statement reflects the ever-changing children to one to two hours of quality screen time per day
digital age and provides guidance for early childhood (Schepper 2011; White House 2011). Early childhood educators
educators about the use of technology and interactive need to be aware of all these concerns and understand the critical
media in ways that can optimize opportunities for young children’s role that they as educators play in mediating technology and media
cognitive, social, emotional, physical, and linguistic development. use and screen time for young children.

All screens are not created equal. The

Statement of the Issues proliferation of digital devices with screens means that the precise
meaning of “screen time” is elusive and no longer just a matter of
how long a young child watches television, videos, or DVDs. Time
Technology and interactive media are here to stay. spent in front of a television screen is just one aspect of how screen
time needs to be understood and measured. Children and adults
Young children live in a world of interactive media. They now have access to an ever-expanding selection of screens on
are growing up at ease with digital devices that are rapidly computers, tablets, smartphones, handheld gaming devices,
becoming the tools of the culture at home, at school, at work, and portable video players, digital cameras, video recorders, and more.
in the community (Kerawalla & Crook 2002; Calvert et al. 2005; Screen time is the total amount of time spent in front of
National Institute for Literacy 2008; Buckleitner 2009; Lisenbee any and all of these screens (Common Sense Media 2011;
2009; Berson & Berson 2010; Chiong & Shuler 2010; Couse & Guernsey 2011c). As digital technology has expanded in scope
Chen 2010; Rideout, Lauricella, & Wartella 2011). beyond linear, non-interactive media to include interactive options,
Technology tools for communication, collaboration, it is evident that each unique screen demands its own criteria for
social networking, and user-generated content have transformed best usage (Kleeman 2010). The challenge for early childhood
educators is to make informed choices that maximize learning
opportunities for children while managing screen time and
mediating the potential for misuse and overuse of screen media,
even as these devices offer new interfaces that increase their
appeal and use to young children.

There is conflicting evidence on the

value of technology in children’s development.
Educators and parents have been cautioned about the negative
impact of background television (Kirkorian et al. 2009; AAP 2011b),
passive use of screen media (AAP 2011b), and the relationship Principles to Guide the Appropriate
between media use and child obesity (White House Task Force on Use of Technology and Interactive Media as
Childhood Obesity 2010; Birch, Parker, & Burns 2011; Schepper Tools in Early Childhood Programs Serving
2011). Possible negative outcomes have been identified, such as Children from Birth through Age 8
irregular sleep patterns, behavioral issues, focus and attention
problems, decreased academic performance, negative impact on
socialization and language development, and the increase in the
amount of time young children are spending in front of screens .
Above all, the use of technology tools and interactive
The appeal of technology can lead to media should not harm children.
inappropriate uses in early childhood settings
The healthy cognitive, social, emotional, physical, and
Technology and media are tools that are effective only linguistic development of the whole child is as important in the
when used appropriately. The appeal of technology and the steady digital age as ever. Access to technology tools and interactive
stream of new devices may lead some educators to use technology media should not exclude, diminish, or interfere with children’s
for technology’s sake, rather than as a means to an end. healthy communication, social interactions, play, and other
Technology should not be used for activities that are not developmentally appropriate activities with peers, family members,
educationally sound, not developmentally appropriate, or not and teachers. Technology and media should never be used in ways
effective (electronic worksheets for preschoolers, for example). that are emotionally damaging, physically harmful, disrespectful,
Passive use of technology and any type of screen media is an degrading, dangerous, exploitative, or intimidating to children.
inappropriate replacement for active play, engagement with other Developmentally appropriate practices must
children, and interactions with adults. Digitally literate educators guide decisions about whether and when to
who are grounded in child development theory and integrate technology and interactive media into
developmentally appropriate practices have the knowledge, skills,
early childhood programs
and experience to select and use technology tools and interactive
Appropriate technology and media use balances and
media that suit the ages and developmental levels of the children
enhances the use of essential materials, activities, and interactions
in their care, and they know when and how to integrate technology
in the early childhood setting, becoming part of the daily routine
into the program effectively. Educators who lack technology skills
(Anderson 2000; Van Scoter, Ellis, & Railsback 2001; Copple &
and digital literacy are at risk of making inappropriate choices and
Bredekamp 2009; NAEYC 2009a). Technology and media should
using technology with young children in ways that can negatively
not replace activities such as creative play, real-life exploration,
impact learning and development.
physical activity, outdoor experiences, conversation, and social
interactions that are important for children’s development.
Technology and media should be used to support learning, not an
isolated activity, and to expand young children’s access to new
The Position content (Guernsey 2010a, 2011b).
For infants and toddlers, responsive interactions
It is the position of NAEYC and the Fred Rogers Center between adults and children are essential to early brain
that: Technology and interactive media are tools that can promote development and to cognitive, social, emotional, physical, and
effective learning and development when they are used linguistic development. NAEYC and the Fred Rogers Center join
intentionally by early childhood educators, within the framework of the public health community in discouraging the use of screen
developmentally appropriate practice (NAEYC 2009a), to support media for children under the age of 2 in early childhood programs.
learning goals established for individual children. Recognizing that there may be appropriate uses of technology for
The framework of developmentally appropriate practice infants and toddlers in some contexts (for example, viewing digital
begins with knowledge about what children of the age and photos, participating in Skype interactions with loved ones, co-
developmental status represented in a particular group are typically viewing e-books, and engaging with some interactive apps),
like. This knowledge provides a general idea of the activities, educators should limit the amount of screen time and, as with all
routines, interactions, and curriculum that should be effective. Each other experiences and activities with infants and toddlers, ensure
child in the particular group is then considered both as an individual that any use of technology and media serves as a way to
and within the context of that child’s specific family, community, strengthen adult-child relationships.
culture, linguistic norms, social group, past experience (including Early childhood educators always should use their
learning and behavior), and current circumstances knowledge of child development and effective practices to carefully
(www.naeyc.org/dap/core; retrieved February 2, 2012). and intentionally select and use technology and media if and when
Children’s experiences with technology and interactive it serves healthy development, learning, creativity, interactions with
media are increasingly part of the context of their lives, which must others, and relationships. This is especially true for those working
be considered as part of the developmentally appropriate with infants and toddlers.
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 Professional judgment is required to determine if
staff need information and resources on the nature of these tools
and the implications of their use with children. NAEYC and the Fred and when a specific use of technology or media is
Rogers Center offer the following principles to guide the use of age appropriate, individually appropriate, and
technology and interactive media in early childhood programs. culturally and linguistically appropriate.
Early childhood educators are the decision makers in
whether, how, what, when, and why technology and media are
implemented through applying their expertise and knowledge of Play is central to children’s development and learning.
child development and learning, individual children’s interests and Children’s interactions with technology and media mirror their
readiness, and the social and cultural contexts in which children interactions with other play materials and include sensorimotor or
live. The adult’s role is critical in making certain that thoughtful practice play, make-believe play, and games with rules. Therefore,
planning, careful implementation, reflection, and evaluation all young children need opportunities to explore technology and
guide decision making about how to introduce and integrate any interactive media in playful and creative ways. Appropriate
form of technology or media into the classroom experience. experiences with technology and media allow children to control
Selecting appropriate technology and media for the classroom is the medium and the outcome of the experience, to explore the
similar to choosing any other learning material. Teachers must functionality of these tools, and to pretend how they might be used
constantly make reflective, responsive, and intentional judgments in real life. Increasingly, educational media producers are exploring
to promote positive outcomes for each child (NAEYC 2009a). the learning power of interactive games and collaborative play
involving children and their family members or teachers. Digital
games fall into a similar category as board games and other self-
Appropriate use of technology and media correcting learning activities, with the same opportunities and
depends on the age, developmental level, needs, cautions related to children’s developmental stages.
interests, linguistic background, and abilities of
each child. Assistive technology must be available as needed
Certainly, most technology and media are inappropriate
to provide equitable access for children with
for children from birth to age 2 (at the time of this writing), and there special needs.
has been no documented association between passive viewing of
screen media and specific learning outcomes in infants and For children with special needs, technology has
toddlers (Schmidt et al. 2009). Infants and toddlers need proven to have many potential benefits. Technology can be a
responsive interactions with adults. Yet mobile, multitouch screens tool to augment sensory input or reduce distractions. It can
and newer technologies have changed the way our youngest provide support for cognitive processing or enhancing
children interact with images, sounds, and ideas (Buckleitner memory and recall. The variety of adaptive and assistive
2011b). technologies ranges from low-tech toys with simple switches
Infant caregivers must be sure that any exposure to to expansive high-tech systems capable of managing complex
technology and media is very limited; that it is used for exploration environments. When used thoughtfully, these technologies
and includes shared joint attention and language-rich interactions; can empower young children, increasing their independence
and that it does not reduce the opportunities for tuned-in and and supporting their inclusion in classes with their peers. With
attentive interactions between the child and the caregiver.. adapted materials, young children with disabilities can be
included in activities in which they once would have been
unable to participate. By using assistive technology,
Effective uses of technology and media are educators can increase the likelihood that children will have
the ability to learn, move, communicate, and create.
active, hands-on, engaging, and empowering;
give the child control; provide adaptive scaffolds Technology tools can be effective for
to ease the accomplishment of tasks; and are dual language learners by providing access to a
used as one of many options to support family’s home language and culture while
children’s learning. supporting English language learning.
Research has shown that access to information in the
To align and integrate technology and media with other home language contributes to young children’s progress both in
core experiences and opportunities, young children need tools that their home language and in English (Espinosa 2008). Digital
help them explore, create, problem solve, consider, think, listen technologies allow teachers to find culturally and linguistically
and view criti cally, make decisions, observe, document, research, appropriate stories, games, music, and activities for every child
investigate ideas, demonstrate learning, take turns, and learn with when there may be no other way to obtain those resources
and from one another. (Uchikoshi 2006; Nemeth 2009). Because every child needs active
. practice in the four domains of language and literacy (speaking,
Technology and media are just two of the many types listening, writing, and reading), technology resources should
of tools that can be used effectively and appropriately with young support active learning, conversation, exploration, and self-
children in the classroom. As with many things, technology and expression. Technology should be used as a tool to enhance
media should be used in moderation and to enhance and be language and literacy, but it should not be used to replace personal
integrated into classroom experiences, not to replace essential interactions. The role of language in developing self-esteem and
activities, experiences, and materials. social skills must also be considered in making technology plans
for diverse classrooms.
When used appropriately, technology and media
can enhance children’s cognitive and social Digital literacy is essential to guiding early
abilities. childhood educators and parents in the selection,
use, integration, and evaluation of technology and
Technology and media offer opportunities to extend learning in
early childhood settings in much the same way as other materials,
interactive media.
such as blocks, manipulatives, art materials, play materials, books,
Technology and media literacy are essential for the
and writing materials. Screen media can expose children to
adults who work with young children. The prevalence of technology
animals, objects, people, landscapes, activities, and places that
and media in the daily lives of young children and their families—in
they cannot experience in person. Technology can also help
their learning and in their work—will continue to increase and
children save, document, revisit, and share their real-life
expand in more ways than we can predict. Early childhood
experiences through images, stories, and sounds.
educators need to understand that technology and media-based
materials can vary widely in quality, and they must be able to
Interactions with technology and media should be effectively identify products that help rather than hinder early
playful and support creativity, exploration, learning (NAEYC 2009a).
pretend play, active play, and outdoor activities. For the adults who work with young children, digital
literacy includes both knowledge and competence. Educators need
the understanding, skills, and ability to use technology and
interactive media to access information, communicate with other principles and recommended practices contained in this
professionals, and participate in professional development to statement, educators need access to resources and online
improve learning and prepare young children for a lifetime of links, videos, and a professional community of practice in
technology use. Digital and media literacy for educators means that which promising examples and applications of emerging
they have the knowledge and experience to think critically about
technologies and new media can be demonstrated, shared,
the selection, analysis, use, and evaluation of technology and
media for young children in order to evaluate their impact on and discussed.
learning and development. Digital and media literacy for children
means having critical viewing, listening, and Webbrowsing skills.
Children learn to filter the messages they receive to make wise Recommendations
choices and gain skills in effectively using technology and
technology- and media-based information (NAMLE 2007; Rogow &
Scheibe 2007; ISTE 2008a, 2008b; Center for Media Literacy 2010; NAEYC and the Fred Rogers Center
Hobbs 2010). These habits of inquiry transfer to all areas of the recommend that early childhood educators
curriculum and to lifelong learning.
1. Select, use, integrate, and evaluate technology and
interactive media tools in intentional and
Digital citizenship is an important part of developmentally appropriate ways, giving careful
digital literacy for young children. attention to the appropriateness and the quality of the
content, the child’s experience, and the opportunities
Digital citizenship in the context of early childhood programs refers for co-engagement.
to the need for adults to help children develop an emerging
understanding of the use, misuse, and abuse of technology and the 2. Provide a balance of activities in programs for young
norms of appropriate, responsible, and ethical behaviors related to children, recognizing that technology and interactive
online rights, roles, identity, safety, security, and communication. media can be valuable tools when used intentionally
Adults have a responsibility to protect and empower children—to with children to extend and support active, hands-on,
protect them in a way that helps them develop the skills they need creative, and authentic engagement with those around
to ultimately protect themselves as they grow—and to help children them and with their world.
learn to ask questions and think critically about the technologies
and media they use. Adults have a responsibility to expose children 3. Prohibit the passive use of television, videos, DVDs,
to, and to model, developmentally appropriate and active uses of and other non-interactive technologies and media in
digital tools, media, and methods of communication and learning in early childhood programs for children younger than 2,
safe, healthy, acceptable, responsible, and socially positive ways. and discourage passive and non-interactive uses with
children ages 2 through 5.
.
4. Limit any use of technology and interactive media in
The term digital citizenship refers to programs for children younger than 2 to those that
the need for adults and children to be appropriately support responsive interactions between
responsible digital citizens through an caregivers and children and that strengthen adult-child
understanding of the use, abuse, and relationships.
misuse of technology as well as the
norms of appropriate, responsible, and 5.Carefully consider the screen time recommendations
ethical behaviors related to online rights, from public health organizations for children from birth
roles, identity, safety, security, and through age 5 when determining appropriate limits on
communication. 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,
Early childhood educators need training, with input from parents and families, at home and
professional development opportunities, and examples elsewhere.
of successful practice to develop the technology and
media knowledge, skills, and experience needed to 6. Provide leadership in ensuring equitable access to
meet the expectations set forth in this statement. technology and interactive media experiences for the
children in their care and for parents and families.
In recent years, smartphones, tablets, apps, game
consoles and handheld game devices, streaming media, and social
media have found their way into the personal and professional lives
of early childhood educators; into early childhood programs serving
young children, parents, and families; and into the homes of young
children (Donohue 2010a, 2010b; Simon & Donohue 2011). Early
childhood educators, parents, and families need guidance to make
informed decisions about how to support learning through
technology and interactive media, which technology and media
tools are appropriate, when to integrate technology and media into
an early childhood setting and at home, how to use these tools to
enhance communication with parents and families, and how to
support digital and media literacy for parents and children.

Current and future early childhood educators also 2. American Academy of Pediatrics’ Media and Young
need positive examples of how technology has been Minds
selected, used, integrated, and evaluated successfully in
early childhood classrooms and programs. To implement the
Introduction
Digital books (also called “eBooks,” books that can be
Technologic innovation has transformed media and its read on a screen) often come with interactive enhancements that,
role in the lives of infants and young children. More children, even research suggests, may decrease child comprehension of content
in economically challenged households, are using newer digital or parent dialogic reading interactions when visual effects are
technologies, such as interactive and mobile media, on a daily distracting. Parents should, therefore, be instructed to interact with
basis and continue to be the target of intense marketing. This children during eBook reading, as they would a print book.
policy statement addresses the influence of media on the health
and development of children from 0 to 5 years of age, a time of
critical brain development, building secure relationships, and Health and Developmental Concerns
establishing health behaviors.
Obesity
Heavy media use during preschool years is
associated with small but significant increases in BMI, may
Infants and Toddlers explain disparities in obesity risk in minority children,and
Children younger than 2 years need hands-on
sets the stage for weight gain later in childhood. Although
exploration and social interaction with trusted caregivers to develop many studies have used a 2-hour cutoff to examine obesity
their cognitive, language, motor, and social-emotional skills. risk, a recent study of 2-year-olds found that BMI increased
Because of their immature symbolic, memory, and attentional for every hour per week of media consumed.It is believed
skills, infants and toddlers cannot learn from traditional digital that exposure to food advertisingand watching television
media as they do from interactions with caregivers,and they have while eating (which diminishes attention to satiety
difficulty transferring that knowledge to their 3-dimensional cues) drives these associations.
experience.The chief factor that facilitates toddlers’ learning from
commercial media (starting around 15 months of age) is parents
watching with them and reteaching the content.

The interactivity of touchscreens enables applications Sleep

(apps) to identify when a child responds accurately and then tailor Increased duration of media exposure and the
its responses, thereby supporting children at their levels of presence of a television, computer, or mobile device in the
competence. Emerging evidence shows that at 24 months of age, bedroom in early childhood have been associated with fewer
children can learn words from live video-chatting with a responsive minutes of sleep per night
adult or from an interactive touchscreen interface that scaffolds the
child to choose the relevant answers. Starting at 15 months of age, Even infants exposed to screen media in the
toddlers can learn novel words from touchscreens in laboratory- evening hours show significantly shorter night-time sleep
based studies but have trouble transferring this knowledge to the
3-dimensional world. However, it should be noted that these
duration than those with no evening screen
experiments used specially designed apps that are not exposure.Mechanisms underlying this association include
commercially available. arousing content and suppression of endogenous melatonin
by blue light emitted from screens.
Many parents now use video-chat (eg, Skype,
FaceTime) as an interactive media form that facilitates social Child Development
connection with distant relatives. New evidence shows that infants
and toddlers regularly engage in video-chatting, but the same Population-based studies continue to show
principles regarding need for parental support would apply in order associations between excessive television viewing in early
for infants and toddlers to understand what they are seeing.
childhood and cognitive, language, and social/emotional
In summary, for children younger than 2 years, delays,likely secondary to decreases in parent–child
evidence for benefits of media is still limited, adult interaction with interaction when the television is on and poorer family
the child during media use is crucial, and there continues to be functioning in households with high media use. An earlier
evidence of harm from excessive digital media use, as described age of media use onset, greater cumulative hours of media
later in this statement. use, and non-PBS content all are significant independent
predictors of poor executive functioning in
preschoolers.Content is crucial: experimental evidence
shows that switching from violent content to
Preschool Media and Learning educational/prosocial content results in significant
Well-designed television programs, such as Sesame
improvement in behavioral symptoms, particularly for low-
Street, can improve cognitive, literacy, and social outcomes for income boys.Notably, the quality of parenting can modify
children 3 to 5 years of age and continue to create programming associations between media use and child development:
that addresses evolving child health and developmental needs (eg, one study found that inappropriate content and inconsistent
obesity prevention, resilience). Evaluations of apps from Sesame parenting had cumulative negative effects on low-income
Workshop and the Public Broadcasting Service (PBS) also have preschoolers’ executive function, whereas warm parenting
shown efficacy in teaching literacy skills to and educational content interacted to produce additive
preschoolers. Unfortunately, most apps parents find under the benefits.
“educational” category in app stores have no such evidence of Child characteristics also may influence how much
efficacy, target only rote academic skills, are not based on
established curricula, and use little or no input from developmental
media children consume: excessive television viewing is
specialists or educators.Most apps also generally are not designed more likely in infants and toddlers with a difficult
for a dual audience (ie, both parent and child). It is important to temperament or self-regulation problems, and toddlers with
emphasize to parents that the higher-order thinking skills and social-emotional delays are more likely to be
executive functions essential for school success, such as task given a mobile device to calm them down.
persistence, impulse control, emotion regulation, and creative,
flexible thinking, are best taught through unstructured and social
(not digital) play, as well as
responsive parent–child interactions.
Parental Media Use

Parents’ background television use distracts from

parent–child interactions and child play. Heavy parent use of
mobile devices is associated with fewer verbal and
nonverbal interactions between parents and childrenand
may be associated with more parent-child conflict. Because
parent media use is a strong predictor of child media
habits,reducing parental media use and enhancing parent–
child interactions may be an important area of behavior
change.

DEAR BECED:
✓ Now, that you are reading this part of
the module, I believe that you had a
great time reading the wonderful and
amazing journey of child development
through play!
➢ Below are the expected output from
you for your Week 1 learning!

TAKE HOME ACTIVITIES:

❖ Summarize the two position papers presented.

❖ Write a reaction paper for each of the position
.statements focusing on the
Reccommendations of NAEYC.
REQUIREMENTS:
✓ OUTPUTS
✓ GC ATTENDANCE
✓ EMAIL-ADDRES

➢ For your questions, clarifications and other

concerns regarding this subject, kindly send
it to the GC created intended for this subject.
➢ Distribution, submission and retrieval of your
outputs (if hard copy) will be posted on our
GC.

KAREN P. BARNUEVO
Instructor