TECHNOLOGY FOR YOUNG CHILDREN?

Technology is a hot topic. Add children to the mix and we will never run out of research, opinions, and perspectives that influence educational and social trends and policies. What should we consider before we accept and embrace the latest technological wonders for our young children?

To help you answer that question, let's look at two articles I mentioned in the last post, a recent NPR story on computer science for kids and the NAEYC "Young Children" article, "Using Tablet Computers with Toddlers and Preschoolers," to see what's in the popular and professional media and check them against what we know about how young children learn.

Computer Science Learning for Young Children, Silicon Valley Style? 

I listened to NPR's story, "A Push to Boost Computer Science Learning, Even at an Early Age," with concern, but not surprise. Here was a report on venture capitalists gathering in a Silicon Valley hotel to pitch educational technology, including a program to teach basic computing to preschool children. Of course, this would be fun and games. Their rationale for starting young makes no sense to me. Lamenting the inadequacy of quality computer science education for middle and high school students, this company's brainstorm is "the younger, the better." Very young! Besides thinking this is developmentally inappropriate, I ask, "why start with preschoolers? If the concern is poor curriculum for older school-age children, who can benefit from computer science education, why not start with them? Read the NPR Computing Education Blog for listener comments, which are generally against the early introduction and education of computer education.

Tablets for Toddlers and Preschoolers? 

A few days later, I opened my March 2014 issue of "Young Children, the Journal of the National Association for the Education of Young Children," and turned to the article, "Using Tablet Computers With Toddlers and Preschoolers," by Eugene Geist. Featured is a lesson that included a live university marching band visiting the school and playing for the two to four year olds in a Head Start classroom. Tablet apps and YouTube video follow-up activities were part of the lesson, with a description of the children's interaction with each other using the tablets. There is no question that the lesson was well-crafted. However, wouldn't the follow-up activities be more appropriate for older school-age children,  who will do more than swipe, push buttons and quickly memorize predictable results?  The latest commercial apps for toddlers and preschoolers are featured on a sidebar.

Later in the article, a quote from NAEYC and Fred Rogers Center for Early Learning and Children's Media reminds readers that "media and technology should not replace activities… that are important for children's development. (from the Technology and Interactive Media Joint position statement of NAEYC and the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College). 

What if the follow-up activities left out the tablets? 

Bring real instruments to school again, use the variety of music-makers that sit on the shelves in early childhood classrooms, ask parents and community members to share their musical talents. After inspecting and handling real instruments, young students can make their own. Inside or outside, children can march, playing their hand-made creations and take them home to share.

Child development professionals and research tell us that preschoolers learn best when engaged in activities that are supported by hands-on, direct and real experiences. The joy of music, movement and dramatic play that follows listening to the marching band and meeting the musicians, will engage all the senses with the real world, respecting children's stages of development with appropriate curriculum and experiences.

Children have one childhood, a limited number of waking hours to play, discover, wonder, observe, experiment, interact, practice, learn sharing, empathy and compassion, build relationships with people and nature.  How do we make sure our children experience that irretrievable gift of time?

The Future? 

When it comes to children and technology, I often hear, "this is the way life is today and we have to support our kids, so they'll be ready for the future." Read well-respected child development expert, author ("Taking Back Childhood") and Professor Emerita, Nancy Carlsson-Paige's article that appears on Valerie Strauss's blog, "The Answer Sheet: Is technology sapping children's creativity?"for inspiration, advice, research, facts and stories. 

What do you think? When is the best time for beginning computer science teaching/learning for children? How do we speak up and advocate for young children? 

Thanks for visiting. Please share this blog and leave a comment, so we can hear your voice about this important topic.  Keep thinking "Beyond Borders." 

SCREENS, MACHINES AND HUMANS

TECHNOLOGY AND HUMAN INTERACTION

While recovering from my broken ankle, I didn't have a ROBOT to keep me company. But I did read…"THE MOST HUMAN HUMAN: What Artificial Intelligence Teaches Us About Being Alive," by Brian Christian and then listened to NPR's TED Radio Hour about Robotics and AI (Artificial Intelligence), "Do We Need Humans?" 

and read more… ideas for future blogs are the NPR story,"A Push to Boost Computer Science Learning Even at an Early Age," and the article, "Using Tablet Computers with Toddlers and Young Preschoolers," in the latest National Association for the Education of Young Children (NAEYC) journal, "Young Children."

RED FLAGS, TECHNOLOGY AND YOUNG CHILDREN

These titles were red flag topics to me and immediately caught my attention, because our connection with technology and children is not just a concern, but a reality that has been steadily changing the way we educate and raise children in our society. This has been one of the key issues I've worked on as an educator and member of CEASE (Concerned Educators Allied for a Safe Environment, see February 11 Blog). 

Keeping the dialogue open and staying current with movements and policies that need to be considered, analyzed, challenged or supported, are goals moving us toward positive change.

HUMAN CONNECTIONS

I had time to think how my recovery would have been different if my connection with other people had been primarily through computers, phones and artificial intelligence, instead of face to face, in person with friends and family, real people, real social interaction.  How would I feel after eight weeks of interacting with screens and machines and not humans? I'm lucky I didn't need to find out, because special people in my life shared their time with me while I was healing. The "Tend and Befriend" impulse is powerful in my circle of friends. (See March 2 blog on FRIENDSHIP).

Those questions are added to my concerns about how technology is impacting infancy and childhood through the teen years, as well as society as a whole.  How much is human interaction replaced by computerized devices? What difference does it make if interaction is real or artificial? How intelligent is artificial intelligence? 

Evaluating Technology Needs

I'm writing this blog on a computer and it appears on the Internet; I'm using modern technology, but what's good for adults is not the template to follow when we evaluate what's good for young children. A child's healthy development requires adults to know what they need at different stages and provide an appropriate learning and growing environment. 

The use of tablets, hand held devices, phones, apps and computerized toys for young children has proliferated and has become a marketing tool that continues to target our children as consumers, while limiting the human interaction and playtime needed for healthy development. 

Where does technology fit into balanced and healthy lives for infants, children and adults? We'll explore that question in future blogs.  

I hope you will leave a comment and let us hear your voice about this important topic. See you next time and keep thinking BEYOND BORDERS.