The Controversial Role of Technology in Early Childhood Education and Care

This article discusses the controversial topic of the role of technology in early childhood education and care. It presents varying opinions and views on the topic and highlights the potential benefits and drawbacks of technology in early childhood education.

Running Head: EARLY CHILDHOOD EDUCATION AND CARE 1
Early Childhood Education and Care
Names
Institution

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Early Childhood Education and Care
Introduction
According to Owens (2016), the role of technology in early childhood education has been
a controversial topic for both teachers and children. With the constant technological revolution
that is being witnessed in the current century, various views concerning how it is likely to
influence the learning processes of the young ones raised (Wiltshare, 2012). Although some
people argue that technology may positively enhance early childhood education, others hold
opposing views, and therefore this topic is worth discussion.
Researchers have also provided varying opinions concerning the role of technology in
early childhood education, with some stating that children should have the chance to use
technologically related gadgets such as computers to enhance their development (Izumi-Taylor et
al., 2010). Those with contrary opinion argue that the technologically related devices may be
useful to kids but hold the view that most of the teachers may not be utilizing the gadgets in the
right way to enhance a healthy development of the children (Robinson, 2011). However, both the
supporters and non-supporters of this topic agree on the importance of technology on young
kid’s emotional, cognitive, social and physical development (Suggate & Reese, 2012).
Therese, O. M. (2013). Early Childhood Education: An Ignored Solution to the Achievement
Gap in the United States. The Journal of Law in Society, 14(1), 25-38.
Therese (2013) affirms that technology, especially the use of computer in early childhood
education has numerous advantages. One of them is that it offers an exceptional tool for children
to learn and to enhance their learning skills. When using a computer in early childhood
education, it becomes possible for the teacher, parent or guardian to identify hidden strengths or

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weaknesses about the child, and therefore develops strategies to ensure the kid develops in the
right manner.
Therese (2013) also argues that technology has the potential to develop the quality of
education when used properly and adequately. Learning using technological devices enables the
kids to enhance their motor and cognitive skills as well as other factors that make them to
develop in the right manner. Various studies have also implied that it assists children to fit in the
digital age perfectly.
As time goes on, technology is becoming the basis of everything that human being does.
This means that it is fundamental for every person to be literate on how to use various
technology related gadgets such as cell phones, computers, tablets and the internet. Therefore,
being familiar with various technological devices at early stages presents additional advantages
to the child when conquering various aspects of life. Therese (2013) affirms that if teachers
incorporate technological use in the early childhood education, there is a possibility that some of
the challenges witnessed today such as being unable to use modern technology in handling some
of the tasks would not be witnessed.
Therese (2013) also affirms that technology has various other benefits in early
development of children. For example, it promotes school readiness and cognitive development,
improves language skills, enhances hand-eye coordination, and also results to higher capacity of
visual attention. He also states that proper use of technology in early education increases
motivation to accomplish assigned tasks, makes the kid to have more dynamic spatial skills and
develop problem-solving skills.

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Although research has shown that technology in early childhood education makes
children to engage in risky behavior that may influence their development, Therese (2013)
asserts that it plays a pivotal role in assisting early childhood educators in exploring kid’s talents.
He also argues that irrespective of the controversy that exists concerning this topic, technology in
childhood education prepares the kids to face the real world challenges, and also makes them to
develop the interest of pursuing some of the courses that are related to technology.
Merry, J. J. (2013). Tracing the U.S Deficit in PISA Reading Skills to Early Childhood.
Sociology of Education, 86(3), 132-153.
However, Merry (2013) presents a contrary view concerning the use of technology in
early childhood education. For example, he argues that it can make some children to be
disadvantaged especially those from low-income families. This may result from the fact that
although technology is beneficial in the modern day world, it is expensive and therefore some
families may not be able to afford it. This means that if it is implemented in early education,
children who have easy access to technology related gadgets such as tablets, internet, computers,
cell phones among others will have advantages over those who are not able to access them. In
this regards, Merry (2013) argues that the use of technology in early education can also be
beneficial if it is fully funded by the government to ensure all children irrespective of their
backgrounds have easy access to the gadgets.
The other opinion that Merry (2013) presents concerning the use of technology in early
childhood education is that it may make various other essential developmental needs to be
overlooked. Additionally, he also asserts that technology presents a danger that some of the
developmental needs that may not be met through technology can be ignored or completely

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compromised. Some of these needs include physical play, exploration of nature and the
community, and also learning art, music, and dance.
Merry (2013) also thinks that easy access of information through technologically related
devices may prevent children from developing the persistence, tenacity, ingenuity, social
adeptness and the commitment required to survive in the real world. These are all realistic fears
considering the pressure of parents, guardians and even the politicians, as well as the reality of
the very present limited resources in the majority of the early childhood education programs and
the elementary schools.
Finally, there are also concerns that technology is sometimes used in ways that may not
be considered as developmentally suitable for childhood development (Merry, 2013). For
instance, it is sometimes used for drills and practice purposes without considering the negative
influences on child development.
Conclusion
From the discussion, it is clear that the role of technology in childhood education is a
controversial issue because people have varying views concerning how it influences child
development. Therese (2013) believes that technology in early childhood education is
fundamental because it improves child’s cognitive skills and also enables them to fit in the
digital age. However, Merry (2013) holds a contrary view that implementing ICT in childhood
education, can expose kids into risky behaviors, and can also make other important activities
such as physical play, exploration of nature and the community, and also learning art, music, and
dance to be ignored. According to Hadley (2012), if the society does not understand how to
challenge those who hold negative view concerning the use of technology in early childhood

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education, this topic will always remain a controversy because some people will hold a view that
it is beneficial while others will present contrary opinions.

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References
Hadley, F. (2012). Early Childhood Staff and Families’ Perceptions: Diverse Views about
Important Experiences for Children Aged 3-5 Years in Early Childhood Settings.
Contemporary Issues in Early Childhood, 13(1), 38-49.
Izumi-Taylor, S., Ito, Y & Gibbons, A. (2010). Early Childhood Pre-service Teachers’
Perceptions of Teaching Technology to Children in Japan and United States. Research in
Comparative and International Education, 5(4), 408-420.
Merry, J. J. (2013). Tracing the U.S Deficit in PISA Reading Skills to Early Childhood.
Sociology of Education, 86(3), 132-153.
Owens, J. (2016). Early Childhood Behavior Problems and the Gender Gap in Educational
Attainment in the United States. Sociology of Education, 89(3), 121-132.
Robinson, M. (2011). Understanding Behaviour and Development in Early Childhood: A Guide
to Theory and Practice. New York: Routledge.
Suggate, S & Reese, E. (2012). Contemporary Debates in Childhood Education and
Development. New York. Routledge
Therese, O. M. (2013). Early Childhood Education: An Ignored Solution to the Achievement
Gap in the United States. The Journal of Law in Society, 14(1), 25-38.
Wiltshare, M. (2012). Understanding the High Scope Approach: Early Years Education in
Practice. New York: Routledge