The Transformative Effects of Technological Change On Early Years' Development

DAVID REYNOLDS 03278679

The Transformative Effects of Technological Change On Early Years’ Development

Computers were first introduced into schools almost twenty years ago. The introduction changed the way in which young children would learn forever.

When the computer was first introduced the main beneficial first order effect was seen as; when used appropriately technology could supplement and extend learning. Not only this but it was also predicted that it would give the young population an opportunity to become familiar with computers, giving them a head start in later life.

Traditionally, the pre-school curriculum stated that schools must incorporate a variety of activities that try to promote “a balance of social, emotional, physical and intellectual stimulation for the young child.”(Campbell, Fein 1946) Piaget stated, “Young children learn through hands on interactions with tangible materials, through play and by interacting with nature.” Piaget was the first to take children's thinking seriously. He was not an educational reformer but he championed a new way of thinking about children that provided the foundation for today's educational advances. Children need opportunities to interact with the people and objects in their environment and to learn from their surroundings. Concerns were arising that maybe young children were missing the more interactive and intimate relationship with other children, becoming more isolated thus affecting their social development. So maybe the introduction of the computer to schools was not entirely beneficial to the children. The debate had begun.

It all began with the introduction of the BBC computer. As technology became easier to use and more appropriate software available, young children’s use of technology became more widespread. Classrooms across the country were beginning to use the BBC computer for number, colour and letter recognition. Appropriate software became available which would engage children in creative play, problem solving and conversation. It was discovered that the sounds and graphics gained their attention and that they were able to control the pace of their learning. Supporters of this new technology believe that the computer stimulates children to perform tasks otherwise ...

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Despite serious concerns about isolation and impaired language development

research demonstrates that children prefer working with a partner than working alone on a computer (King and Alloway,1992). They initiate interactions using high levels of language. Co-operation and compromise are developed working together at a computer, improving their social skills and enhancing development.

In a recent publication “A Critical Look at Computers In Childhood” The Alliance For Childhood focuses on the negative effects that they fear computers in schools are having on young children. They claim that computers are stunting children’s imaginative thinking and are worried that technology has been and will continue to “weaken bonds between teachers pupils and families”.

Jane Healy (1998) identifies the potential dangers of children’s computer use, including vision problems and bad posture. She is concerned that “computer use will cut into play and physical activities,” affecting development.

On the whole, the effects of computers on young children are relatively positive, as long as the activities are monitored and regulated and not to the detriment of the learning of social skills. When used appropriately technology can support and extend traditional materials in valuable ways. It can also enhance children’s cognitive and social abilities. The key is finding the balance of a healthy childhood with the opportunities offered by technology. Children should be encouraged to use computers in ways that encourage social interaction and stimulate desire for knowledge. Results of data from the Centre For Best Practices In Early Childhood Education show that young children, specifically those with disabilities, do gain many skills when using computers and software in developmentally appropriate activities. ( Huntinger ,1996,2000)

It is important for children to learn new technological skills as we move into an Information Age. Used correctly this technological change provides children with opportunities to learn in many different ways. Used incorrectly the computer becomes a cause for concern and subjected to adverse criticism.

References

CORDES, C, and MILLER, E; Fools Gold: A critical look at computers in childhood. 1999

HUNTINGER, P; Computer applications in programs for young children with disabilities. ACTTive Technology. 1996

HUNTINGER, P; Young children with disabilities can exceed adult expectations when equipment, software, activities are appropriate. ACTTive Technology. 2000