Many will say that it is impossible not to use some form of technology in education. It offers several opportune forms of teaching, but when should it be considered appropriate? Early childhood learning is a vital time in a child’s life, and education is a principal factor in their development. To ensure optimal development for children, teachers should limit the use of technology in their classroom and rather focus on offering hands on experiences.
Technology
Technology is a prevalent part of society. It has become a focal point for a large portion of people’s daily lives. Children typically engage in some form of technology at home and in classroom settings. There are now apps, games, and television shows that are produced for early childhood education. Should parents and educators consider these programs appropriate for teaching children? Healy (in Pelo) states, “Time spent with computers in the early years not only subtracts from important developmental tasks but may also entrench bad learning habits, leading to poor motivation and even symptoms of learning disability” (75). Healy makes it clear that there is no room for technology in the life of a young child.
The formative years of a child’s personality is in the early years. Their experiences influence their physical growth, social-emotional development, cognition, and communicational skills. “In the first five years of life, [a] child’s brain develops more and faster than at any other time in his life. [A] child’s early experiences – the things he sees, hears, touches, smells and tastes – stimulate his brain, creating millions of connections. This is when the foundations for learning, health and behavior throughout life are laid down” (Raising Children Network).
Young children are vulnerable to becoming addicted to technology if exposed at an early age. Their attention will be focused on technology stimulation rather than physical-social, hands on experiences. If a child is spending most of their time using technology, these will be the neural connections that are being strengthened in their brain. This may affect their future. According to Kardaras:
Recent brain imaging research is showing that they [technology] affect the brain’s frontal cortex- which controls executive functioning, including impulse control – in the exact same way that cocaine does. Technology is so hyper-arousing that is raises dopamine levels – the feel-good neurotransmitter most involved in the addiction dynamic – as much as sex. This addictive effect is why Dr. Peter Whybrow, director of neuroscience as UCLA, calls screens “electronic cocaine” and Chinese researchers call them “digital heroin. In fact, Dr. Andrew Doan, the head of addiction research for the Pentagon and the US Navy – who has been researching video game addiction – calls video games and screen technologies “digital pharmakeia (Greek for drug).
Young children should be experiencing social interactions with adults and peers. They should be problem solving with physical objects and engaging in stimulating physical activities. Children ought to be using their senses to learn and perceive life skills that will promote healthy life styles. If a child is overly exposed to technology they may develop weak social skills, attention deficiency, and lack of motivation. Healy (in Pelo) states, “As frontal lobe development sets up the basis for executive control systems, the preschooler needs experiences in managing his own mind- not having it distracted or programmed from the outside” (77).
Utilization
Although technology can be adverse for child development, it is an integral part of society today. People surf the web for entertainment, Google answers, consistently watch television shows and movies, and depend on their phones for communication. Educators need to remember who is being taught and learning, rather than allowing technology to do the thinking for them. There is an immense difference between using technology for learning purposes and using it for pleasure and an escape from thinking on your own.
Considering the negative effects on young children’s development, teachers should avoid the use of technology for educational purposes in their curriculum. This will allow children to experience creativity, curiosity, and build autonomy as they interact socially, and problem solve through hands on exposure. Gordon Biddle, Garcia-Nevarez, Roundtree Henderson, & Valero-Kerrick assert, “Instead, children should be entertaining themselves the majority of the time with creative and social pursuits that do not involve media and television” (347).
Teachers do not have control over how parents decide to use technology at home but can offer information regarding the effects of technology. Teachers can research information and send it home with parents during pick up and drop off time. They can set up informational meetings and classes for parents regarding technology use and how it affects child development. Teachers may also set up guidelines for technology utilization that can be beneficial for children, if utilized appropriately.
Conclusion
Although technology is revolutionary for our future, it can be detrimental for early child development. Early learning is a crucial time in a child’s development; education is the foundation of their future developmental progress. Hands on, social interactions will foster strong developmental skills for children. Teachers in early childhood education have the authority to limit the use of technology in their classroom and curriculum. Considering the adverse effects from technology use, teachers should avoid technology use in early childhood settings and focus on developmentally appropriate experiences for the children, that engages them in social interactions with adults and peers. This will ensure healthy lifestyle practices for the children.
Works Cited
Gordon Biddle, K. A., Garcia-Nevarez, A., Roundtree Henderson, W. J., & Valero-Kerrick, A. (2014). Early Childhood Education: Becoming a Professional. Thousand Oaks, CA: SAGE Publications.
Healy, Jane. (2008). Rethinking Early Childhood Education. Milwaukee, WI: Rethinking Schools.
Raising Children Network. (2018). “Child Development: The First Five Years.” Retrieved from http://raisingchildren.net.au/articles/child_development.html
Kardaras, N. (2016). “It’s ‘Digital Heroin’: How Screens Turn Kids into Psychotic Junkies.” Retrieved from https://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/