5. • Striking a Balance
• Problems of Obesity and Social
isolation
• 15 – 30 Minutes daily
HOW MUCH IS TOO MUCH??
6. In Outcome 4 - Children resource their own learning through connecting with
people, place, technologies …
• experiment with different technologies
• use information & communications technologies (ICT) to investigate &
problem-solve
In Outcome 5: Children are effective communicators when they…
• engage with technology for fun and to make meaning.
• identify the uses of technologies in everyday life and use real or imaginary
technologies in their play
• use ICT to access images and information, explore diverse perspectives and
make sense of their world
• use ICT as tools for designing, drawing, editing, reflecting and composing
Sourced :Department of Education and Early Childhood Development (DEECD) 2011, retrieved 15March 2014,
http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
10. We acknowledge that the significance of digital literacies
on children’s learning and development which are well
researched, documented and supported by educational
authorities (Bell, Judge & Puckett 2006; Flewitt & Wolfe 2010; NAEYC 2012)
Technology will continue to play an important role in
literacy development in early childhood education
(DBCDE 2013).
It is formalizing the best approach to educating digital
literacy and caring for our young citizens and leaders of
tomorrow.
CONCLUSION
11. REFLECTION :
DO YOU SUPPORT DIGITAL LITERACY IN EARLY CHILDHOOD
EDUCATION? ……. AS SOME CENTERS DO NOT HAVE SUCH POLICY,
FOR EXAMPLE, GOWRIE VICTORIA, DOCKLANDS.
The End
REFLECTION :
DO YOU SUPPORT DIGITAL LITERACY IN EARLY CHILDHOOD
EDUCATION? ……. AS SOME CENTERS DO NOT HAVE SUCH POLICY,
FOR EXAMPLE, GOWRIE VICTORIA, DOCKLANDS.
Editor's Notes
Hi! This is Cyndy and Ayesha. We have explored research in the field of digital technology education in the early years and would like to share with you its significance and implications through this presentation.
Based on 2007 data (DBCDE 2013) 64% of households have home access to the internet. Computer ownership and internet access is expected to increase over time.
Children born after the year 2000 are referred to as ‘digital natives’ – and are those who do not know life without a computer, the internet and MP3s” (DBCDE 2013)
It is acknowledged that Information technology has fundamentally shifted how we think about language and literacy in the early childhood years (DBCDE 2013).
It is crucial that children have equal opportunities to learn – that is, to be literate in use of new media technologies. As educators and as parents, we need to have an understanding about the role of digital literacy in the processes of children’s holistic literacy development (Flewitt & Wolfe 2010; Bell et al. 2006)
Research
We have chosen to review research to ascertain that the use of digital technology and media have a positive impact on children’s literacy development.
Significance / Benefits
Digital technologies are effective tools for children of varying abilities, those who have special needs and different learning styles (Flewitt & Wolfe 2010; Lo & Tsang 2009). For example, children of Low Socio economic backgrounds are found to benefit from the use of these tools.
Developmentally appropriate software can engage children in creative play, mastery learning, problem solving and conversation. Children’s cognitive school readiness and psychomotor skills out-perform those without exposure to such technologies (Flewitt & Wolfe 2010; NAEYC 2012).
Research also supports the inclusion of public educational television programs to improve early literacy. e.g.. Sesame street, Super why. Watching with Adults to support and scaffold learning is proven to be even more effective (Bates et al. 2012).
Research have evidenced that the use of digital technologies may actually encourage different types of literacy, including verbal and visual skills and digital fluency” (Hufftaker 2004; Razfar & Yang 2010; Flewitt & Wolfe 2010 ).
Although we are aware of the significance of digital literacy, research suggests that one of the main reasons it is not focused on in the early years is because there is little curriculum guidance to early childhood education and educators lack confidence in using digital technologies. Research by Flewitt & Wolfe (2010)
That being said, it is very important to strike a balance between the use of digital technology and other traditional methods of learning.
So, when is digital technology exposure is too much?
NAEYC suggests that digital technologies are inappropriate for children from birth to ages 2.
Head Start study found that spending more than 8 hours a week on a home computer can lead to social isolation and obesity.
15-30mins daily with appropriate educational software can enhance children’s cognitive and psychomotor skills (NAEYC 2012, DHHS 2011).
According to the Victorian Early Years Learning and development Framework, as educators we are to support our young children in their development of digital literacy (DEECD 2011).
Mounting body of research evidence suggests that for today’s young children, learning to be literate involves acquiring a range of skills and practices in diverse media (NAEYC 2012; Flewitt & Wolfe 2010).
What are the implication of researches to educators?
Firstly, professional development and support are needed to increase educator’s confidence and skills with new digital technologies, understand its implication to pedagogical approaches, to integrate new media in literacy learning activities that offer productive learning experiences (Flewitt & Wolfe 2010; NAEYC 2012).
Next, educators are to find ways to encourage digital literacy among children and “to decrease educational inequity among genders, races and abilities” - which means educators are to provide leadership in ensuring equitable access to technological tools for children and families (NAEYC 2012, Bell, Judge & Puckett 2006).
Program integration with digital technologies in early childhood education should be playful, support creativity, exploration, pretend and active play and outdoor activities. The developmentally appropriate use of digital technologies must be part of early childhood curriculum but it should not replace traditional activities and learning experiences of play - blocks, sand, water, art, books, music, dramatic and imaginative play as well as outdoor activities (NAEYC 2012; Lo and Tsang 2009)
