Are young children well suited to technology? Modern technologies are very powerful because they are based on one of the strongest genetic biases we have – the preference for information presented visually. The human brain prefers information presented visually. Television, movies, videos and most computer programs are very visual and therefore attract and retain the attention of young children. When young children sit for hours in front of the TV, they do not develop a different perception. But most useful for young children technologies that are interactive and allow children to develop curiosity, problem solving and independence.
Technology plays a key role in all aspects of American life that will only grow in the future. As the technology has become easier to use, at the same time, children have increased their use. Pre-school teachers have a duty to critically examine the impact of technology on children and are willing to use it for the benefit of children. Children’s educators must be more responsible for changing the lives of children and their families.
There are several problems with the use of technology by young children:
The important role of the teacher in assessing the appropriate use of technology.
A combination of technology in programs for young children
Stereotypes and violence in software
Equal access to technology
Attracting technology for professional development
The role of teachers and parents as advocates
The role of the teacher is important in making the right decisions about using technology for potential benefits. Choosing the right software is a bit like choosing the perfect set of books for the classroom. Teachers should use computers to introduce new learning and development strategies. Computers are inherently attractive to young children. Sound and graphics will attract the child’s attention. Appropriate software engages children in creative play, learning, problem solving and communication. Children determine pace and action.
They can repeat the process or action as many times as they want and experiment with variations. They can make decisions together and share their discoveries and creations. Well-designed software for young children grows with the child, allowing him to solve new problems as he becomes more experienced. Appropriate visual and verbal cues built into the software expand the theme and game abilities, while maintaining control over the child. The child has a large collection of images, sounds and all kinds of information. The program is age-appropriate even for children between three and four years old. This shows that technology can improve a child’s cognitive and social skills. It’s a window into a child’s way of thinking.
Each class has its own philosophy, values, themes and activities. Pre-school teachers should promote equal access to technology for all children and their families. Modern technology is very powerful because they are based on one of the strongest prejudices that we have. The problem is that many modern technologies are very passive. For this reason, they do not give children the quality and quantity of important emotional, social, cognitive or physical experiences they need at a young age.
Unfortunately, technology is often used to replace social situations, but they need to be used to improve human interaction. In the current decade, research has gone beyond simple questions about technology. Very young children demonstrate comfort and confidence in the use of computers. They can activate them, monitor images and use situational and visual cues to understand and talk about their activities. Typing on a keyboard doesn’t seem like a problem; in fact, it seems a matter of pride. Recent technological developments make it easy to use a computer even for children with physical and emotional disabilities. In addition to improving their mobility and sense of control, computers can also help improve self-esteem.
Thus, the exceptional value of technology is no longer questioned. Studies show that for children strong is not only physical, but also reasonable. Computer views are often more manageable, flexible, and expandable. To add more, there are a number of specialized programs that allow children with certain processing difficulties to have a multimedia presentation of content so that they can better understand and process the material. Even today, there are a number of good programs that focus on math or reading. These very interesting programs motivate children to read better and learn to solve math problems. When information is presented in a fascinating way, it’s a lot easier than looking at a single page with multiple columns of numbers that you need to add up.
We are always looking for a magic wand that disappears and dissolves all our programs. And today, the magic wand in our lives is technology. This not only improves academic skills, reduces drop-outs, but also reduces the racial attainment gap. The danger, however, is that computers are only used to reinforce the national trend of early acquisition, and additional academic skills and other important development needs are ignored. In addition, there is a concern that development needs that are not met by technology will be ignored or seriously threatened: physical games, community exploration and outdoor nature; art, music and dance; learn certain social skills and moral values and experience diversity in countless ways.
In most programs and schools for young children, technology will be part of the learning environment of the future. To make effective use of this new technology, we need to ensure that teachers are fully trained and supported, as well as that they are in line with developmental requirements, the absence of racism, impartiality towards people with disabilities, and respect for religious differences.