Education Technology In Early Childhood Years

Over the past few decades we have seen an immense shift in the use of technology, computers in particular. Computers and computer games are ever evolving and simultaneously changing the world we live in. In our current fast-paced culture, computers have inevitably crossed the threshold of business and entered even the classrooms of the youngest children. Our educational landscape has thus become a digital one and children are exposed to computers at an earlier age than ever before. With this tremendous shift, how can computers and computer games be effectively integrated into the classroom? What can educators do to ensure that computers and computer games exert a positive impact and influence on the acquisition of fundamental skills in early education? Which games are best designed to assist children in their learning? Or, on the flipside, should computers be avoided altogether?

Some researchers have argued against the use of computers and computer games for young children claiming that “computers simply do not match their learning style” since children “learn through their bodies: their eyes, ears, mouths, hands, and legs” (Haugland, 1999). Although, there is truth in this statement, it is important “to realize that using computers with young children is a process of exploration and discovery” (Haugland, 1999). Computers should not be relied upon as the sole means of learning for children; they are not meant to replace experiential and hands-on learning. It is crucial for parents and educators alike to implement a balanced use of computers in the lives of young children. Computers and computer games should therefore be used in combination with traditional learning and exploration of the child’s natural and surrounding environment, and they should equally enhance and support their early learning.

In a 1992 study, Haugland uncovered that “three and four-year-old children who use computers with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences in similar classrooms – gains in intelligence…non-verbal skills, structural knowledge, long-term memory, manual dexterity, verbal skills, problem solving, abstraction, and conceptual skills” (Haugland, 1999).

Despite the opinions of the critics, “there is an increasing consensus that computer games should be taken seriously as both learning and assessment tools” (Puttnam, 2006). Children thrive when they are actively engaged in fun and meaningful activities. This is why play occupies a central role in the early learning environment. “Creative play supports the foundation of later lateral thinking and a creative approach to scientific and cultural concepts” (Long-Breipoh, 2004). Learning through play occurs with exposure to activities in the real and natural world. This in turn promotes intellectual development and early mathematical skills.

Similarly, when children play computer games they are provided with genuine experiences for learning. Computers possess the power to “encourage debate, adaptation, analysis, and celebration. Their increasing presence in homes, classrooms, and public cultural institutions is testament to how they have become enmeshed in the fabric of the nation’s cultural identity” (Heppell, 2006). Most early childhood educators would agree that “children three and four years of age are developmentally ready to explore computers and they see the computer center as a valuable activity center for learning” (Haugland, 1999

: This is video talk about how we use smart bord in the education early childhood years 

And this link is  artical talking about useing technology in early childhood years

http://teacher.scholastic.com/professional/bruceperry/using_technology.htm

Somaih AL-Moshiqah

atheer Al-shebel said...

The use of computers and technology in
early childhood education has grown
each year, and the ways in which technology
tools are used to manage and
improve programs and enhance children’s
learning have expanded dramatically.
The trend will continue for the
foreseeable future; but equity issues of
access, affordability, and the need for
computer literacy for early childhood
teachers and faculty will remain as significant
barriers for many early childhood
programs and professionals. As a
field we have an opportunity to harness
these new technology tools to make a real difference for the young children,
parents, and families in our care if we
work together to overcome the barriers,
and share our best practices with one
another. I’m excited about the possibilities
and can’t wait to see what new tech
tools and toys will become available,
and the creative ways we will use them
in our early childhood programs.


Computers and related technology have entered the classrooms of children of all ages in the past
years. The idea of using computers to teach children programming goes back to the 1960s and to the
invention of the Logo programming language. Since then thousands of educators have believed that
computers are a tool for enhancing cognitive development in young children.
During the last three years all Victorian state primary schools in Australia have been equipped
with computers and Internet access for their students, following similar developments in the U.S.A. and
England. Between 1989 and 1992, U.S. schools acquired 1.1 million computers; in 1995 the total reached
around 5.8 million, about one computer for every nine students. In New South Wales, computer
technology is a newly introduced compulsory subject of study for all future primary school teachers, and
primary schools are urged to provide computer access for their students. This development has now
reached the early childhood sector, kindergartens and preschools, as well as the childcare industry.

Early childhood education programs should consist of training in reading abilities, motor skills, language and communication skills. The need of the day is to familiarize a child to technology during his/her early years of childhood. Apart from the basic skills, it has become necessary to acquaint children with modern technology. Teaching children through narratives and moral stories is an effective way to inculcate in them, the principles of life. Teaching them the basic math and alphabet helps them in their school activities. Some children might exhibit certain natural talents, which need to be recognized at the right time and nurtured. Early childhood is the time to understand children and make them understand their own selves. The early childhood education should serve this very purpose.

We no longer need to ask whether the use of technology is “developmentally appropriate”. It is.
• Very young children have shown comfort and confidence in using software.
• They can follow pictorial directions and use situational and visual cues to understand and think about
their
• Typing on a keyboard is a source of pride not trouble.
• Children with physical and emotional disabilities can also use computers and it may help improve their
self-esteem.



: This is video talk about how we use smart bord in the education early childhood years

http://www.youtube.com/watch?v=RmhdKQ3m9d4

And this link is artical talking about useing technology in early childhood years

http://earlyliteracycounts.blogspot.com/2009/08/technology-literate-early-childhood.html

http://www.learningtolovelearning.co.uk/pictures/What%20will%20my%20child%20be%20leaning%2002.jpg

shaikhah al-humidan said...

Reflections and Visions
The use of computers and technology in early childhood education has grown each year, and the ways in which technology tools are used to manage and improve programs and enhance children’s learning have expanded dramatically. The trend will continue for the foreseeable future; but equity issues of access, affordability, and the need for computer literacy for early childhood teachers and faculty will remain as significant barriers for many early childhood programs and professionals. As a field we have an opportunity to harness these new technology tools to make a real difference for the young children, parents, and families in our care if we work together to overcome the barriers, and share our best practices with one another. I’m excited about the possibilities and can’t wait to see what new tech tools and toys will become available, and the creative ways we will use them in our early childhood programs.
To learn more about the successful integration of computers into the early childhood classroom and curriculum, visit the NAEYC Technology and Young Children Interest Forum (www.techandyoungchildren.org).


picture: http://nutmeg.easternct.edu/mt-static/early_childhood_education/Computer%20play%203.jpg

vedio: http://www.youtube.com/watch?v=fFBuNQITPt4

reference: http://www.childcareexchange.com/library/5015417.pdf

shaikhah al-humidan

الهنوف العتيبي said...

Countless articles have been
written about using technology to
enhance instruction. However,
only a small percentage have focused
on early childhood. Some actually
discourage the use of technology with
this age group, claiming that doing so
will lead to “unwired” brains, lethargy,
hyperactivity, or physical impairment.
As with any learning tool, technology
should be used alongside a variety of
outline how teachers can use technol-
ogy to help their young students engage
in critical thinking activities and prac-
tice basic skills.
Most five-year-olds have grown up
seeing adults using technology as they
scan groceries, e-mail pictures, and
shop online. As with any tool we ex-
pect students to use by elementary age
(i.e., pencils, books), technolog y must
be modeled and introduced prior to
expecting children to be independent
users. Consider that we introduce ba-
bies to books, music, and the sounds
of their native language long before
we expect them to talk or read. Maria
Montessori wrote at length about the
need for “practical life” exercises for
young children. Montessori class-
rooms, especially for ages 3–6, are
filled with apparatus to help students
learn to dress themselves, keep their
environment clean, and prepare their
own snacks. John Dewey wrote simi-
larly about educational “pragmatism
or the need for everyday tasks to be
used as educational experiences.



link :
http://www.slideshare.net/mgalle/technology-in-early-childhood-education

Vedio :
http://www.youtube.com/watch?v=ytv-DeAwF4I&feature=related

Picture :
http://up.rabe7.com/get-11-2010-8wxv5swi.jpg

AL-HANOUF ALOTAIBI

شيخة الحويل

Technology in Early Childhood Education


Computers are part of our modern world, and when integrated into the early childhood classroom they can be effective learning tools. The important thing to remember is that technology can be integrated into learning centers appropriately as long as the child is an active learner who can touch, feel, experiment and create within that environment"

We Live in the Age of Technology

Young children are curious about the things around them, and early childhood classrooms provide an environment where children can learn about and explore their world. Technology is a part of everyday life in the modern world. Years ago, the latest “technology” was a chalk board; today, it includes such things as “smart boards” and even computerized “smart tables” where children can interact with child-sized technology.



The Role of Computers

Computers are an important part of our world. They are in our homes, work places, and schools. Although early childhood experts continue to debate whether it is appropriate to have computers in the preschool environment, the fact remains that for most young children, technology is part of their lives. Therefore, shouldn’t early childhood educators be on the front lines of helping young children learn to use technology appropriately?



Maybe the debate should not be about whether computers are appropriate, but about how to use them appropriately in the early childhood classroom. For example, infants and toddlers are busy learning to crawl and move their bodies. Their interest in exploring technology may be limited to pushing some buttons or laughing when they hear a funny noise. Yet, many three- and four-year-olds are developmentally ready to learn basic computer skills and use programs that build literacy, math, and other competencies.



A Strong Teacher and Supportive Setting Are Key to the Successful Integration of Technology



1. The teacher’s role in the classroom is as important as ever when it comes to the computer center.

a. The teacher facilitates learning through relevant computer activities.

b. Although seeking out appropriate software is important, the teacher must also create an extension of that software to the natural learning environment.

c. The teacher can be a guide by using open-ended questions to interact with children as they are problem solving through the computer activity.

2. The classroom setting is critical to the success of the computer center.

a. The child must have free access to the computer area.

b. This provides an opportunity for the child to:

i. make choices,

ii. engage in self-directed play,

iii. and have unlimited time to problem solve independently.

3. The classroom computer also creates positive social interactions.

a. Three- and four-year-olds are developing at different levels socially and cognitively.

b. The computer center allows the child to sit beside a classmate and observe as the classmate uses the computer. This is a beginning stage of social development.

c. Another child may be ready to interact with a friend at that same center.

d. The next level of development is when the children are ready to take turns at the computer.

4. The computer center also helps develop cognitive abilities.

a. By learning to problem solve, a child develops a sense of accomplishment.

b. Software applications that offer immediate feedback also help children learn to apply existing knowledge to novel situations. 

Computer Skills

According to Warren Buckleitner, editor of Children’s Software Review, a child who is getting ready for kindergarten may be able to:

· Use a mouse to move a curser

· Recognize and use the “power keys” on a computer (such as the enter, space bar, delete keys)

· Use some basic computer games or interactive software

· Recognize computer-related words

· Visit (with adult supervision) websites that are child friendly and age appropriate

· Type his or her name on a basic computer keyboard



By combining teacher involvement and an appropriate classroom setting, the computer can be an important tool to help teachers meet individual goals for children and group goals for the classroom.







picture: http://nutmeg.easternct.edu/mt-static/early_childhood_education/Computer%20play%203.jpg

vedio:http: http://www.youtube.com/watch?v=NWrCD45JXZI&feature=related

reference: http://www.childcareexchange.com/library/5015417.pdf

shaihkh al hwuail