Technology in Early Childhood: Impact, Concerns, and Solutions

The use of technology has both positive and negative impacts on the growth of children. Educators and parents have a role to monitor and control how children interact with technology. The integration of technology in early childhood education should be done thoughtfully, taking into consideration the technology design and its impact on the four domains of development.

Running Head: TECHNOLOGY IN EARLY CHILDHOOD 1
Technology in early childhood
Name
Date

TECHNOLOGY IN EARLY CHILDHOOD 2
Technology in early childhood
In the world today, technology is not a new term. In the past decade, there is an increased
awareness of the importance of investing in children’s early lives. Early Childhood Care and
Education (ECCE) services have rapidly expanded in the world. Children interact with
technological devices such as phone, televisions, computer among others in school, at home and
in the community at large. Therefore, we find it difficult to separate children from technology.
But the big question is, how does it affect the growth of these children. It has both positive and
negative impact. Educators of childhood education and parents have a role to monitor and
control how children interact with technology. In school, teachers are adopting technical devices
in the classroom to help them promote learning as well as making the learning environment more
active for children (Kirriemuir,2014). Advancement in technology has made children be more
attracted to these devices where some of them contain misleading information. Others expose
children to the immoral world hence corrupting the culture and morals of the society. This essay
will give a broader view as to why technology in early childhood is an issue of concern which
needs to be addressed by professionals in early childhood, parents and the entire childhood
community (Railsback, 2011). Therefore, it is essential to retrain, recruit and support
professionals in ECCE in order to achieve best early childhood training.
This section discusses what other researchers have written concerning technology in early
childhood. It also seeks to synthesize existing evidence as well as determining knowledge gaps
about early childhood educators and their working settings. Historically, there have been debates
if its right for young children to use technology and technology devices at school or at home
(Smith, 2010). One side argues that it is inappropriate for young children to spend too much time
on screens. They state that this may overload the children sense and can lead to poor

TECHNOLOGY IN EARLY CHILDHOOD 3
concentration or attention difficulties (Blackwell & Wartella, 2014). Therefore, should
consolidate their knowledge by use of concrete materials. In addition, its urged that overuse of
technology exposes young children at risk of visual difficulties and muscular-skeletal injuries
(Carr, 2008). Children are also venerable to some media messages, video and television games
related to aggression and antisocial behaviors. Others urge that technology can cause children to
have a poor imagination and lack social skills, which can lead to isolation (Byler, 2017). On the
other hand, some urged that appropriate use of technology is essentials since it can enhance the
smooth learning of young children especially in areas of emergent literacy skills. Others urged
that technology motivates learners, increases student learning practices and develops social
skills. It is of great importance to Students with special needs and disabilities. Those who support
this argument believes that early introduction of technology to young children helps them to
acquire technology skills which they will require in future when handling technical problems
(Genish, 2018).
In the recent past, the debate has changed from if its right for young children to use
technology in young early childhood setting to how technology should be used. In other words,
how it makes a difference in development and learning in young children. Policy makers and
educators of early childhood joined hands to determine how technology should be integrated into
the curriculum design and into pedagogical practice in the early childhood setting. Some
researches recommended policymakers to come up with an approach to use of technology by
taking into consideration the technology design. Here technology design would be used to
examine if the technology supports curiosity, creativity, promotes interaction among young
children or provides a learning experience (Bredekamp, 2017). On the other hand, there were
researchers who suggested that use of technology in early childhood learning is often limited or

TECHNOLOGY IN EARLY CHILDHOOD 4
inconsistent. They explained that technology use as a form of a simple drill as well of practices
software. They claimed that the international curriculum document does not combine
descriptions of play as learning and description of the use of technology as learning. Educators of
early childhood find it difficult to combine technology use and pedagogical understandings of
play. Integrating technology in a child-centered setting where children develop inquiry through a
play is a greater challenge compared to when children are required to make instruction
(Fantuzzo, 2012).
(Copple & Bredekamp, 2009) carried out a research concerning technology and the four
domains of development; cognitive, social, motivation and language development. In their
findings, they stated that when computers are used, there is higher social interaction among
children. They also demonstrated support for computer use to assist scaffold children’s learning.
They claimed that children learn better with a skilled partner than when learning on their own.
They claimed that computers are very motivating for preschoolers. Besides, they noted that
computers had no effect on improvements in language skills. They did not find computers being
a hindrance of language skills neither did it demonstrate improvement in language skills.
However, they recommended that further research should be carried out using a larger sample
size in a well-defined learning environment.
According to research conducted by (Fantuzzo, 2012), in his work, he found out that the
key to overall success of early childhood learning is a good relationship between the educator
and the learner. He concluded that by use of technology, teachers are able to identify
opportunities for supporting learning in students. He also argued that use of technological
devices enables educators to improve their teaching skills in different ways that meet the needs
of different pupils. The teacher may use technical tools in various ways and not only in the

TECHNOLOGY IN EARLY CHILDHOOD 5
classroom interaction with the learners (Loveless, 2012). They can create a better effective
learning/teaching environment by using these tools for assessment, documentation, instruction,
and communication support. Research findings show that the integration of these various types
of technological resources in the planning of everyday lesson empowers educators to influence
learning development in young children positive (Yelland,2018). Research shows that most of
the early childhood teachers are ready and willing to use more digital gadgets in their teaching
practices. A good number believed there is a need to quality digital resources and improved
access to internet and devices in order to engage the pupils and more teaching materials
(Lankshear, 2013).
Most of the recent literature is embracing the use of thoughtful use of technology in early
childhood development. The diverse technology plays part in accomplishing today's education
vision. These visions include assisting the learner to get deep, broad and creative understanding
of the society, economic, cultural and international politics and acquire social skills that enable
them to interact across different situations (Bennett,2016). These experiences enable them to
productively live in a global, information-based digital future awaiting them. Other researches
claim that it prepares the pupils to be better citizens, better, problem solvers, better consumers
and better thinkers, better commutators and overall better people prepared to face the technology
world (Haugland, 2010). Research shows that there is increased technology awareness among the
educators of early childhood. As compared to 2012, there is increased access to tablet computers
and interactive whiteboards by educators (Bolstad, 2018). More educators have been reported to
be receiving professional development in technology education. This had led to reduced negative
attitude among the educators since they are equipped with the know-how of using these gadgets.

TECHNOLOGY IN EARLY CHILDHOOD 6
In my work as an early childhood teacher, I have always believed that technology plays a
critical role in early hood development. The literature reviews above clearly support my views.
The review of the literature suggests that technologies offer new opportunities that strengthen
various aspects of ECCE practices. As an ECCE teacher, I sought to explore more on these
opportunities (Early, 2011). The review has broadened my understanding of how to use
technology when handling young children. I have learned the importance of using technology to
enhance a good relationship with my students which in turn will lead to good student
performance. As a teacher, I have come to understand to which extent the students should
interact with technology. This will ensure that pupils are not exposed to health issues such as
difficulty in seeing (Bredekamp, 2017). From the literature review, it is evident that parents,
teachers, policymakers and the entire society has a role to control what type of media young
children play (Powell, 2014). This helps to ensure that these children are not exposed to violent
films or videos that can break down of morals. Finally, as an early childhood teacher, I have
learned that the use of technical devices in the classroom and in my daily practiced can make my
work easier such as planning for the day. Educators of early childhood should take the initiative
of getting technology education for them to be equipped to teach the pupils since technology
keeps on changing (Haugland, 2010).
From the literature review, it’s the work of policymakers and those who are involved in
the development of early childhood curriculum to come up with good early childhood education
system (Davis,2016). There is a need for implementing and maintaining an effective early
childhood technology system. This can be designed to implement and ensuring a comprehensive
technology system is maintained. This can be achieved by combining the four elements of
nationally recognized demonstrations model as well as the peer-reviewed outreach model

TECHNOLOGY IN EARLY CHILDHOOD 7
(Hojman, 2015). The model should incorporate training, technical support for educators, follow
up, and technical support team. The system should also carry out technology assessment which
is team-based for pupils with moderate or severe disabilities. The system should ensure there is
technology integration in early childhood classroom curriculum. finally, the system should
ensure that there is a good transition into early childhood education and other programs.
Therefore, for successful tech education, parents should carry out appropriate child care and
practices good parenting practices (Morrison, 2013).
In relation of technology concern with my past personal experience, I can relate this with
a school I served as early childhood educator. When I visited the school, I found the touchpad
that rarely used by the teachers. My high interest in technology made me find out more on how
this device would be used in early childhood education. Later I used the touchpad to take photos
and store them in computers as well as transferring them from one device to another. Although at
first, some educators found it difficult for them to use it. With time most educators used it in
planning and assessment (Dahlberg, 2014). Currently, most educators have acquired skills on
how to use technological devices in their work. It is my hope that in future more advancement in
technology will make learning and teaching of early childhood education by the development of
computer-based systems or applications that will help both the learner and the educator to have a
better understanding of the world ( Keengwe & Onchwari, 2009).
While addressing technology concern, as educators, we are able to interact better with
other members of the staff and parents of the pupils we teach. This can be through smartphone
calls, instant messages, through the internet in social media. We are also able to learn more
online on how to strengthen the child-teacher relationship. Parents are aware and should learn on
how to use the various tech tools such as a smartphone that they own. This will help them

TECHNOLOGY IN EARLY CHILDHOOD 8
support their children in early tech learning (Barnett, 2012). They will also strengthen the home-
school relationship. They can help young learners to gather information online using E-learning
sources.
In my personal and professional life, I have learned that much is expected from me as far
as technology and young pupils are concerned. As much as am interested to learn more to be able
to teach pupils concerning technology, as a teacher it is possible to also get a chance to learn
more on technology. As educators, we all face similar challenges. Some of these challenges
include but are not limited to difficulties when implementing policies. Policies are made but it
takes time for these policies to be implemented (Barnett, 2008). Another problem is that although
technology keeps on changing, educators are not given enough training on new technologies that
are emerging. Lack of enough time to play. In the modern world, technology is replacing play
both at school and at home. As an educator, I would take time to train on the emerging
technology issues in order to give my students up-to-date guidelines. In future I would also
advise parents on how to handle children at home to ensure that they engage in healthy activities.
Policymakers should take into consideration that it takes time for change to take place hence
should give it enough time to evaluate results (Bodrova & Leong, 2017).
Educator interaction and engagement in physical activities is a key consideration for the
success of ECCE. The physical and social environment created between the educator and the
teacher plays a big role in the overall performance of young pupils. It is therefore important for
the educator to create a healthy relationship with the learners. By doing this, the educator will
gain support and trust from parents when handling their children. As an educator, I would ensure
there is a healthy interaction between me and the pupils I teach. For example, when teaching
them on technology tools, I would ensure we interact and that every student is able to handle and

TECHNOLOGY IN EARLY CHILDHOOD 9
interact with these devices. This would ensure that the student acquire high-quality early
childhood education since the educator is able to understand each student at a personal level
(Turnbull, 2015).
In conclusion, we find technology education in young children is very essential. Young
children are also crazy about technology. It helps them to think broadly and get prepared to the
digital world ahead of them. As discussed in the literature review, the society has the role of
controlling the extent to which these young ones should interact with technology. They are
various advantages and disadvantages of technology education in early childhood. We find that
educators are responsible for learning various tools and how they are used as technology keeps
on changing. For the overall success of quality early childhood education, both parents and
educators have to pull hands by establishing a good relationship with the learners (Mallory &
New, 2015). Policymakers should take into consideration the type of policies they make and
come up with ways of implementing them that will facilitate better learning for the pupils.
Surely, technology comes to make students better and prepares them for future real-world
experiences. Thanks to technology.

TECHNOLOGY IN EARLY CHILDHOOD 10
References
Barnett, W. S. (2008). Long-term cognitive and academic effects of early childhood
education on children in poverty. Preventive Medicine, 27(2), 204-207.
Barnett, W. S. (2012). Early childhood education. School reform proposals: The research
evidence, 1-26.
Bennett, J., & Tayler, C. P. (2016). Starting strong II: Early childhood education and
care. OECD.
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital
technology use in early childhood education. Computers & Education, 77, 82-90.
Bodrova, E., & Leong, D. (2017). Tools of the mind: The Vygotskian approach to early
childhood education.
Bolstad, R. (2014). The role and potential of ICT in early childhood education: A review
of New Zealand and international literature. Wellington: Ministry of Education.
Bredekamp, S. (2017). NAEYC issues revised position statement on developmentally
appropriate practice in early childhood programs. Young Children, 52(2), 34-40.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early
childhood programs serving children from birth through age 8. National Association for the
Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.
Dahlberg, G., & Moss, P. (2014). Ethics and politics in early childhood education.
Routledge.
Davis, J. (2016). Revealing the research ‘hole’of early childhood education for
sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2),
227-241.
Early, D. M., & Winton, P. J. (2011). Preparing the workforce: Early childhood teacher
preparation at 2-and 4-year institutions of higher education. Early Childhood Research
Quarterly, 16(3), 285-306. (Early, D. M., 2011).
Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood
education (No. w21766). National Bureau of Economic Research.
Fantuzzo, J., Tighe, E., & Childs, S. (2012). Family Involvement Questionnaire: A
multivariate assessment of family participation in early childhood education. Journal of
educational psychology, 92(2), 367
Genishi, C., & Goodwin, A. L. (Eds.). (2018). Diversities in early childhood education:
Rethinking and doing. Routledge.

TECHNOLOGY IN EARLY CHILDHOOD 11
Haugland, S. W. (2010). What role should technology play in young children's learning?
Part 2. Early childhood classrooms in the 21st century: Using computers to maximize
learning. Young children, 55(1), 12-18.
Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A
technology integration professional development model for practicing teachers. Early Childhood
Education Journal, 37(3), 209.
Kirriemuir, J., & McFarlane, A. (2014). Literature review in games and learning
Lankshear, C., & Knobel, M. (2013). New technologies in early childhood literacy
research: A review of research. Journal of Early Childhood Literacy, 3(1), 59-82.
Loveless, A. (2012). Literature review in creativity, new technologies and learning.
Mallory, B. L., & New, R. S. (2015). Diversity & Developmentally Appropriate
Practices: Challenges for Early Childhood Education. Teachers College Press, 1234 Amsterdam
Avenue, New York, NY 10027
Mitchell, L., Wylie, C., & Carr, M. (2008). Outcomes of early childhood education:
Literature review. Wellington: New Zealand Council for Educational Research.
Morrison, G. S. (2013). Fundamentals of early childhood education. Pearson Higher Ed.
(Morrison, 2013).
Powell, D. R. (2014). Families and Early Childhood Programs. Research Monographs of
the National Association for the Education of Young Children, Volume 3. National Association
for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-
5786 (NAEYC Publication# 142, $6.00)
Schweinhart, L. J., & Fulcher-Dawson, R. (2012). Early childhood education.
In Handbook of education policy research (pp. 892-904). Routledge.
Smith, A. B., Grima, G., Gaffney, M., Powell, K., Masse, L., & Barnett, S. (2010). Early
childhood education: Literature review report to the Ministry of Education. Dunedin: Children’s
Issues Centre.
Stipek, D. J., & Byler, P. (2017). Early childhood education teachers: Do they practice
what they preach?. Early Childhood Research Quarterly, 12(3), 305-325.
Turnbull, A. P. (2015). Exceptional lives: Special education in today's schools.
Merrill/Prentice Hall, Order Department, 200 Old Tappan Rd., Old Tappan, NJ 07675.
Van Scoter, J., Ellis, D., & Railsback, J. (2011). Technology in Early Childhood
Education: Finding the Balance. By Request Series.
Yelland, N. (2018). Teaching and learning with information and communication
technologies (ICT) for numeracy in the early childhood and primary years of schooling.
Department of Education, Training and Youth Affairs.