The Use of ICT in Childhood Practice

This assignment discusses the role of ICT in early education, including its use in developing cognitive abilities, creativity, and strong school-home communication. It also highlights the importance of using ICT to maintain a sound communication between the activities in the school and the home of children, and how it can enhance childhood practices.

Running head: USE OF ICT IN CHILDHOOD PRACTICE
USE OF ICT IN CHILDHOOD PRACTICE
Name of the Student:
Name of the University:
Author Note:

1USE OF ICT IN CHILDHOOD PRACTICE
Introduction
ICT can be used in various ways to develop the interaction of a child with various objects
and ideas. Using ICT children can learn new objects and that can increase their interest about
different activities. Use of ICT in order to develop the childhood activity of a child can be
implemented through various steps. However, the teachers and the parents are needed to be
concerned about both the content and the messages those are delivering to the children through
ICT.
Discussion
1. Use of ICT in early education of the children:
Use of ICT in educational process: The use of ICT in the education of the children can
help them in better interaction with the adults and the peers also. The use of CD-ROM, animated
pictures in the interactive classroom structure can help the children to develop a better cognitive
ability (Sharkins et al., 2016). Their understanding of the subject can be better with the use of
ICT. For example, the interaction between the children about the searching of a picture in
internet using the right key word can help them to develop the social interaction and it also
enables a better understanding of the subject for them. In this way the ICT can help to deliver the
real time feedback in the learning process of the children.
2. Use of ICT in developing the sense of understanding of the children:
ICT can be an important role in developing the ability of presentation sense of the
children. They can develop a sense of creativity and adaptive ability of the children. It also helps
the children to identify their own choices. In this case, the use of digital camera in the learning

2USE OF ICT IN CHILDHOOD PRACTICE
process of the children can be mentioned (Radich, 2013). Using the digital camera a child can
take pictures of anything. This develops that child’s ability to focus on a object and explore that
object from different perspective. The children can see the picture they have taken instantly in
the digital camera. They can create a presentation book or portfolio using those pictures. These
kinds of activities help to increase the level of creativity and also reflect the learning outcome of
the children.
3. Use of ICT in developing strong school-home communication and developing childhood
practices:
The use of ICT can help to maintain a sound communication between the activities in the
school and the home of the children (Lyons & Tredwell, 2015). The parents can interact and
understand the activities those are happening in the school of their children, as for example the
school teachers can use video calling and chats in order to communicate with the parents, who
are busy with their work and cannot attend parent-teacher meeting.
Engagement of ICT in the daily routine of the children can enhance their childhood
practices (Donohue & Schomburg, 2017). A example of this kind of benefit is the use of touch
screen for drawing. Children can draw on touch screen which can help them to develop a better
sense of graphical representations. They can also adopt the concept of shapes and colors more
vividly. However, this practice should not replace the conventional use of painting using crayon
and colors.

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References
Donohue, C., & Schomburg, R. (2017). Technology and Interactive Media in Early Childhood
Programs. YC Young Children, 72(4), 72.
Lyons, C. D., & Tredwell, C. T. (2015). Steps to implementing technology in inclusive early
childhood programs. Computers in the Schools, 32(2), 152-166.
Radich, J. (2013). Technology and interactive media as tools in early childhood programs
serving children from birth through age 8. Every Child, 19(4), 18.
Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2016). Preschool children’s
exposure to media, technology, and screen time: Perspectives of caregivers from three
early childcare settings. Early Childhood Education Journal, 44(5), 437-444.