1.4 Incorporating 21st Century Technology in the Early Childhood Classroom

Introduction

Technology has become an integral part of daily life, influencing how people communicate, learn, and engage with the world. For young children under the age of five, exposure to technology presents both opportunities and challenges. This chapter explores the impact of technology on early childhood development, the benefits and risks of screen exposure, and best practices for integrating technology into young children’s lives.

The Role of Technology in Early Childhood Development

The rapid advancement of digital devices has introduced children to screens at increasingly younger ages. Tablets, smartphones, televisions, and interactive toys are among the common technologies used by young children. While these devices can provide educational benefits, they also require careful consideration to ensure healthy development.

Cognitive Development

Technology can support cognitive development when used appropriately. High-quality educational apps and programs introduce foundational literacy, numeracy, and problem-solving skills. Interactive storybooks, puzzles, and games can enhance cognitive engagement by providing sensory-rich experiences that reinforce learning ^[1](Rideout, 2017).

However, excessive screen time, particularly passive consumption (e.g., watching videos without interaction), may hinder cognitive development by reducing opportunities for hands-on exploration, creative play, and social interaction (Zimmerman & Christakis, 2007).

Language Development

Exposure to language-rich digital content can support vocabulary acquisition and language development. Educational programs designed for toddlers often introduce new words and concepts in engaging ways (Hirsh-Pasek et al., 2015). However, research suggests that direct human interaction remains superior to digital sources for language learning. Conversations with caregivers and face-to-face interactions are essential for developing communication skills (American Academy of Pediatrics, 2016).

Social and Emotional Development

Young children develop social and emotional skills through real-world interactions. Technology can complement these experiences through virtual storytelling, video calls with relatives, and guided social-emotional learning programs (Lauricella et al., 2014). However, excessive screen time can limit opportunities for social play, reducing children’s ability to practice empathy, cooperation, and conflict resolution (Radesky, Schumacher, & Zuckerman, 2015).

Impacts on Attention, Behavior, and Attachment

Attention

Prolonged exposure to fast-paced digital content has been associated with reduced attention spans in young children. Rapid scene changes, bright colors, and constant stimulation from digital media can condition children to expect high-intensity engagement, making it harder for them to focus on slower-paced activities such as reading or imaginative play (Christakis, 2009). Studies suggest that excessive screen time may contribute to difficulties in impulse control and attention regulation (Radesky et al., 2016).

Behavior

Technology use can influence behavioral patterns in young children. Excessive screen exposure has been linked to increased irritability, tantrums, and difficulty in self-soothing (Zimmerman & Christakis, 2007). Additionally, content that includes aggressive or overly stimulating visuals may encourage imitative behaviors, leading to increased aggression or hyperactivity in some children (Anderson & Bushman, 2001). However, well-designed educational programs can promote positive behaviors, such as problem-solving and cooperation, when used in moderation and alongside caregiver guidance (Hirsh-Pasek et al., 2015).

Attachment

Parental engagement plays a crucial role in early childhood attachment. When caregivers use technology excessively, such as prioritizing smartphone use over direct interactions with their children, it can interfere with bonding and attachment formation (Kirkorian, Pempek, & Murphy, 2009). Conversely, technology can also facilitate attachment when used appropriately, such as through video calls with distant family members, promoting a sense of connection (McClure et al., 2015). Caregivers should aim to use technology as a tool for interaction rather than a replacement for meaningful engagement.

NAEYC Position Statement on Technology Use

The National Association for the Education of Young Children (NAEYC) has provided guidelines on appropriate technology use in early childhood education. According to NAEYC and the Fred Rogers Center (2012), technology and interactive media should be used intentionally to support development and learning. Key recommendations include:

• Active vs. Passive Use: Technology should be used to enhance active learning experiences rather than replace hands-on, real-world exploration.
• Developmentally Appropriate Content: Digital media should align with children’s developmental needs and be used to support, not hinder, social interactions and relationships.
• Equitable Access: All children, regardless of socioeconomic status, should have access to high-quality digital resources that support learning.
• Teacher and Caregiver Involvement: Adults should engage with children during technology use, providing guidance and ensuring that digital tools enhance educational experiences rather than serving as passive distractions.
• Balanced Approach: Technology should be integrated into a well-rounded curriculum that includes play, outdoor activities, and face-to-face interactions.

By following these principles, educators and caregivers can ensure that technology serves as a valuable tool in early childhood learning while mitigating potential risks.

Benefits of Technology for Young Children

When used thoughtfully, technology can provide several benefits for children under five:

• Educational Content: High-quality apps and videos can introduce early literacy and numeracy skills (Guernsey, 2012).
• Interactive Learning: Touchscreen devices can engage children in problem-solving activities, fine motor skill development, and creativity (Chiong & Shuler, 2010).
• Access to Information: Digital resources provide exposure to diverse cultures, languages, and ideas (Barr, 2019).
• Connection with Family: Video calling helps maintain relationships with distant family members (McClure et al., 2015).

Risks and Challenges of Technology Use

While technology offers benefits, it also poses potential risks:

• Screen Time Overload: Excessive screen exposure can contribute to attention difficulties, sleep disruption, and reduced physical activity (Radesky et al., 2016).
• Delayed Social Skills: Over-reliance on screens may limit children’s ability to engage in real-world social interactions (Christakis, 2009).
• Inappropriate Content: Unsupervised technology use increases the risk of exposure to inappropriate or harmful material (Livingstone & Helsper, 2007).
• Reduced Parental Engagement: Parents who rely on screens for distraction may miss valuable opportunities for bonding and interactive play (Kirkorian, Pempek, & Murphy, 2009).

Conclusion

Technology is a powerful tool that can support learning and development in children under five when used appropriately. However, excessive or unstructured use poses risks to cognitive, social, and emotional growth. By setting guidelines, choosing high-quality content, and prioritizing real-world interactions, caregivers can help young children navigate technology in a way that enhances their development while maintaining a healthy balance.

References

• Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior. Psychological Science, 12(5), 353-359.
• American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.
• Barr, R. (2019). Growing up in the digital age: Early learning and family media ecology. Current Directions in Psychological Science, 28(4), 341-346.
• Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Joan Ganz Cooney Center.
• Christakis, D. A. (2009). The effects of infant media usage. Pediatrics, 123(4), 978-985.
• Guernsey, L. (2012). Screen time: How electronic media–from baby videos to educational software–affects your young child. Basic Books.
• Hirsh-Pasek, K., et al. (2015). Putting education in educational apps. Psychological Science in the Public Interest, 16(1), 3-34.
• Livingstone, S., & Helsper, E. J. (2007). Gradations in digital inclusion. New Media & Society, 9(4), 671-696.
• NAEYC & Fred Rogers Center. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. NAEYC Position Statement.
• Radesky, J. S., et al. (2016). Mobile and interactive media use by young children. Pediatrics, 138(5), e20162591.
• Rideout, V. (2017). The Common Sense Census: Media Use by Kids Age Zero to Eight. Common Sense Media.​ScienceDirect+9
• Zimmerman, F. J., & Christakis, D. A. (2007). Associations between screen media use and language development. Journal of Pediatrics, 151(4), 364-368.