Computer Use in Early Childhood Education Essay

Abstract The importance of the childs increase in proto(prenominal) days of genteelness has r all(prenominal)ed the st maturate where it becomes critical that insure plans becomes a global issue. Understanding changes and undertaking dedicate is fundamental in student tuition. The purpose of this condition is to increase our perception on the diametric effects of using computer engineering in earlier puerility setting. In answering the question What is the purpose of education?I started at that cartridge clip from the observation that man lives in a populace of objects which stoop him and which he wishes to influence, and so he must know these objects in their characteristics, their outcome and their relation to one a nonher and to mankind. Friedrich Froebel Keywords proto(prenominal) childishness, Computer, engine room learning, Curriculum accession Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems skirt the education of societys children.Historic completelyy, many an(prenominal) aboriginal childishness educators support the idea that children should be trained as soon as assertable to become productive members of the larger society so that the cultural inheritance of the society could be preserved from generation to generation this cultural lie theory has been prevalent byout the educational history of the world (Staff, 1998. primal Years of directing archaeozoic childishness pedagogy is the term usually utilised to describe the formal teaching and c atomic number 18 of small children by people other than their family or in settings outside of the home.The knowledgeal translation of advance(prenominal) childishness education spans the human life from birth to age eight. However, typically archaeozoic childishness education coers the period from birth to when a child starts school and this ignore be as archaeozoic as five years of age as in crude Zealand. This meter period is widely considered the virtually vulnerable and crucial stage of a persons life. The primordial years of childishness ar receiving increase public maintenance around the world.Issues on providing quality service and ensuring a considerably foundation for lifelong learning is generating a new busy in the academic community by adapting incompatible theoretical perspective, commandment and philosophy. There are several key components to understanding how newborn children learn, and beca workout how they need to be taught. In impudently Zealand, the process of creating the early childishness computer programme was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha?riki as the sum total of the experiences, activities and events, whether rule or indirect, which occur at bottom an environment designed to foster childrens learning and develop ment (Ministry of study, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as everything that happens is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that gos with the holistic, child-centred philosophy of early childhood education in red-hot Zealand. The central evaluateation of Te Wha?riki is that early childhood centres and services go out articulate their curriculum in a conscious, culturally situated way. (Nutall, 2003). The performance of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, go intod the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as figure out and mealtimes.(Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of busyly constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaborationism with adults and peers, through guided participation and observation of others, as salutary as through idiosyncratic exploration and reflection. There are five opposite developmental do primary(prenominal)s of children which all relate to each other.They are easily referred to as the SPICE of life Social Refers mostly to the ability to form attachments, lead with others, co-operation and sharing, and being able to grow lasting relationships with others. Physical exploitation of lovely (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to deliver place.Emotional Development of self-awareness, self-confidence, and cope with feelings as well as understanding them. http//www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play.Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels takes supported a less formal structure. However, both Froebel and Montessori seemed to add that children learned most effectively from self-directed activities that gave them a high take aim of empowerment and ownership. engineering science Education Technology education all over the world is evolving dramatically in a very fast variant as inter content a cademic institutions explore the implication of their be circumstance and the rate they are progressing as compared to other developed countries.It is quite ripe to say that, it is the brewing competition over the magnitude of the applied science education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the slue on how other(a) childishness Curriculum should be designed and be follow uped. What should be the content of this curriculum to help the children be prepared for engineering science education? Is the consolidation of technological tools beneficial to the learning outcomes of the students?Are computers developmentally fascinate to early childhood students?. Introduction of these devices and in more or less cases integration of the wasting disease of the technology in the existing curriculum has been a spacious ground for global arguments. What brought this massive revolution to this days education is coherent to how fast the world is ever-changing. Change is inevitable and sometimes predictable as it may seem, most of us go out keep mum be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrows citizens.The early childhood sector has been heavily influenced by crabbed views of child development and how children learn. Such views are frequently based on developmental psychology and seek to develop practices that are developmentally fascinate (Hirsh, 2004, cited in Zevenbergen & deoxyadenosine monophosphate Logan , 2008) The author believed that whether traditional or technology education, students experiences, brotherly influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes.There have been several studies and articles (Cordes & international ampere Miller, 2000 Haugland, 2000 Plotz, 2007) on arguments about the cont ent of technology in early childhood, or the appropriate age to chance on children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still un authorized on whether or not extensive use of computers for two-year-old people could be detrimental to their being, physically, socially and intelligently to say the least.What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only stern of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1125 in 1984 to 122 in 1990 to 110 in 1997. This last ratio matches the minimum ratio that is friendly to social interaction (Clements and Nastasi 1993 Coley et al. 1997).In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. no.one knows the exact outcome of computers in each and every particular household. Are Computers Developmentally assume? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of teenaged Children (NAEYC).They created a lengthy position instruction on Technology and Young children that states, The capability benefits of technology for young childrens learning and development are well documented (1996). Susan Haugland, a professor of child development and president of K. I. D. S. & Computers, Inc. , has done research and recently published an article about the benefits of technology called, Computers and Young Children. In this article, Susan states that an appropriate age to introdu ce children to computers is at age 3.She besides goes on to state that, children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piagets preoperational stage. This means they are concrete learners who are very kindle in using newly learned emblematic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile.They often have difficulty sitting still they need frequent changes in learning modalities and they hope a conformation of physical experiences involving dance, physical play, come up and sports. Pre operational children are also are continuing their mastery of language, and exploring different facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Nort hwest Educational Technology Consortium). They created a resource website for educators and providers called, earlier Connections Technology in Early Childhood Education.This website offers entropy on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in in the lead/ aft(prenominal) school programs. They also offer suggestions on classroom arrangement, computer software product selection, health & safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains social and emotional, language, motor, and cognitive skills (Early Connections, discipline and Development, n.d. ).Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write own(prenominal) journals, past the computer can naturally support that through writing software, digital cameras, and other methods.A science goal that requires learning the solar dodge can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more than real and educational through the use of specific software and web sites. Lee and ORourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concret e experiences with those experiences children accessed on the computer.An example of this is the subject field done in one early childhood centre with the software Millies Math House Build-A-Bug. The children created a critter on the software and hence recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student reply to the experience.Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program Sammys Science House Workshop to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to conformation the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Softwar e can be used to assist not only the learners but the teachers as well in so many ways.Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect How Computers Affect Our Childrens Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development.Her view is one that is shared with another large organization, The partnership for Childhood. The Alliance for Childhood published a large report, Fools Gold A Critical Look at Computers in Childhood, which claims computers can have prejudicial consequences for children under age 7 in terms of their health, social relationships, and intellectual development (Cordes & Miller, 2000, pg . 3). In this report they stated that, Computers in childhood may expose children to the risk of a broad range of developmental setbacks (Cordes & Miller, 2000, pg.3).A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the next statement, Those who place their faith in technology to solve the problems of education should heart more deeply into the needs of children.The renewal of education requires ad hominem attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive (The Alliance for Childhood, 2000. ) p iece both views provide compelling arguments, one can not obviate the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. habit of technology in the early childhood program must not be a goal unto itself the purpose is not to teach children how to use computers they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). steal use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of disposition art, music and dance learning specific social skills and moral values, and experiencing renewing in a myriad of ways.Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush ship with computer usage in childhood. As an educator we always want the best lear ning outcome for our students, and to extensively use whatever manageable ways to achieve this goal. The only true education comes through the arousal of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers perceptual experience on the use of Computer Technology inside the classroom.One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers beliefs. whitethorn (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice.(Cited in Nutall, 2003) event is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers & Miller 1996). According to Morrison (2007) there are, three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms (pg.383).Its important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutalls (2003) research suggests to explore some provisions of frequent opportunities for teachers to make obvious their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood unceasingly t each each other about the deeply inter prejudiced and interpretive task of working with very young children.Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) invoke some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality the organized religion that teachers should adjust to their students ability, will not be the aforesaid(prenominal) as students will adjust to their teachers ability.As teachers we are given the higher(prenominal) responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver th is overwhelming educational demand. Its important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384) meliorate yourself on the potential benefits of computers and technology.Be willing to try new ways of using technology to help your children learn new knowledge and skills. collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesnt approach the situation with a positive outlook.Summary and Conclusion Endless as it may seem, the on-going issue of Information and Communication Technology in Early Childhood Education is giving the community of education a mo re bring and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. big concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community.Teachers, students, form _or_ system of government makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing mesh of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became requisite for all schools in February 1999.The development of the national technology educat ion policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 110. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming unfathomable Gibbons (2006), Compton & Hardwood (2005), Zebenbergen & Logan (2008), Walters & Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial.Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to modify childrens learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible massive and massive effect of this ongoing evolution in technology education. * sketch journal article for outside(a) journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). 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