1. Chapter 17: Technology and Young Children
Teaching Young Children
Fifth Edition
Michael L. Henniger
Developed by:
Kaye A. Marshall
Mt. Baker School District and Whatcom Community College

2. Goals: Chapter 17
Study the impact of television and video games on young children
Learn about computers in early childhood settings
Investigate characteristics of developmentally appropriate software and how to select it
Identify other technologies and how to use them with young children and their families

3. FOUR CORNERS ACTIVITY
Technology is one of the best things that has happened in our society?

5. Television and Video Games
Television and young children
Time spent viewing – statistics vary
In one study, children in U.S. watched hrs. weekly
30% of children 0-3, 43% of 4-6 year olds have a television in their bedroom
Sex, violence, and advertising
Children are viewing adult-oriented sexual situations and many acts of violence daily
Estimated that the average child sees 40,000 commercials a year

6. Television: Guidelines
Redeeming aspects?
Children can benefit from quality programming
Guidelines for family television use
Collect articles that provide information
Encourage families to limit viewing
Suggest that families discuss what children watch
Move the tv away from center of family life
Place tv in shared living space, not bedroom

7. Television: The Video Game Dilemma
Debate over value
TURN and TALK: What are some pros and cons?
Concerns: violence, autonomous actions rather than cooperation; time spent playing
Benefits: games may improve hand-eye coordination, attention to detail, sense of accomplishment
May provide insight into the power of computers to transform the way children learn (Papert, 1993)

8. Television: Video Game Dilemma, cont.
Problems associated with violence
Children who view violence tend to see it as an acceptable way of resolving conflict
Children become less sensitive to the suffering of others
Anxieties may increase in some children
(Levin, 1998; NAEYC, 1998)

9. Computers and Young Children
NAEYC position
Original DAP, 1987, did not mention computers
Position statement approved/published in 1996
Emphasis is on purpose, integration as learning option, equitable access, appropriate software, and training for early care professionals

10. Computers: Play
Review software – developmentally appropriate and playful?
Play is active
Play is child selected
Play is child directed
Play is process oriented
Play stimulates imagination and creativity
Play is a low-risk activity

11. Computers: Social Interactions
Social or solitary
Place two chairs at each computer
Provide open-ended software
Developmental abilities
Children use symbols in play from very early ages
When computers are one of many choices they can provide quality experiences that expand learning

12. Computers: Assistive Technology
Powerful tools for assisting children with special needs
Attention deficit – focus more effectively
Autistic – improve interactions with peers
Visually impaired – increased learning and communicating with voice recognition software
Touch screens, trackballs, simplified keyboards
Enlarged images, speech devices, printers that produce Braille

13. Computers: Early Childhood Settings
Integrating computers effectively
Set up a computer center, with open access during designated times of day
Place the screen and keyboard at appropriate heights for children
At least two chairs at each computer
Make sure adult can easily observe
Develop activities for daily use

14. Computers: Early Settings, cont.
Interacting with children – 3 key roles
Educator as instructor
Educator as coach
Educator as model
Internet safety
Carefully monitor use
Consider software to block content

15. Selecting Software Programs
Guidelines for selection
Minimal adult instruction and interaction
Easy to enter and exit
Verbal/pictorial instructions
Child manipulated
Stimulates imagination and creativity
Simple in design, complex in use
(Henniger, 1994)

16. Selecting Software: Categories
Storyboard software
Similar to traditional flannelboard stories
Draw/paint programs
Electronic easel
Electronic books
Writing/publishing software
Designed for primary and above

17. Selecting Software: Reviews
Children’s Technology Review
Monthly electronic newsletter – annual fee
Association for Library Service to Children (ALSC)
Publishes top picks for interactive software
Parenting websites
Reviews by educators, families, and children

18. Selecting Software: Helping Families
Software and video game reviews
Share resources for rating software and games
Share software selections from the early childhood setting
Have software you are using available for review
Characteristics of quality software
Provide families with information

19. Other Technologies and Their Uses
Digital cameras
Picture walks
Collect data
Document learning
Photo-narration
Create picture books
With an elbow partner, review these strategies. Can you come up with any others?

20. Technologies, cont. Video/audio recorders and players Internet tools
Music for fun and learning
Video recordings of activities and events
Internet tools
Web pages for children
Storyline Online
Starfall
WeatherBug

21. Technologies, cont. Tools for communicating with families
messages
Classroom homepage
Sharing discipline procedures
Identifying homework and grading policies
Discussing home learning tasks
Asking for assistance
Getting feedback via a comments form
Sharing the calendar of program events
Opening a dialogue with parents

22. Summary Television and Video Games Computers and Young Children
Selecting Software Programs
Other Technologies and Their Uses