Technology and Early Child Development

Technology cannot be effectively used unless it is used widely and equitably among all groups in our society. For the majority of the world and in particular for children living in poverty, we are far from addressing the merits of using (or how to apply) technology in education and learning, let alone closing the digital divide among the “haves” and “have-nots.” This article summarizes the use of technology in early childhood, with special focus on the U.S. context. Technology is a tool that can provide an added option for young children to learn. Learning is a process where children (the learners) actively build an understanding of the world based on their experiences and interactions. Computers need to be viewed not as new ways to transmit information, but new ways for children to create, experiment, and explore. When used appropriately, technology can support and extend learning in valuable ways to increase educational opportunities for children. It is critical, however, to find a balance, knowing how to align the elements of healthy childhood with the unique capabilities offered by technology. Early years are critical in a child’s physical, socio emotional, language, and cognitive development. What, how, and how much children learn in school depends largely on the cognitive, social and emotional competence they develop during their early years. New interactive technologies make it easier to create environments in which students can learn by doing, and technologies can help visualize difficult to understand concepts. (Van Scoter.J 2001)

Technology and child development

A substantial body of research on technology use with young children focusing on social, language and cognitive skills is available. In brief, the following are some findings!

Social and emotional development – technology cannot replace human interaction or relationships or take the place of reading together and sharing conversations. Properly used, computer and software can serve as a catalyst for social interaction and conversations related to children’s work!

Language development – Everyday playful experiences in print-rich environments expose children to reading and writing. Language and literacy development are major strengths of technology use with young children.

Studies show that computers encourage longer, more complex speech and the development of fluency. Young children interacting at computers engage in high levels of spoken communication and cooperation such as turn taking and collaboration. Computers elicited more social interaction than the traditional activities such as puzzle assembly or block building!

Physical and motor development– A word processor allows composition and revision without being distracted by the fine motor aspects of letter formation. Computers should not replace active outdoor play. The

American Academy of Pediatrics recommends screen time (TV, computer and video) at a maximum of one to two hours per day for young children (Van Scoter.J 2001)

The Impact of Home Computer Use on Children’s Activities and Development

Displacement of Other Activities

 When children use home computers instead of watching television, it is generally viewed as positive; but when children use computers instead of participating in sports and social activities, it raises concerns about the possible effects on their physical and psychological well-being. Results from a national survey suggest that in 1999, children between ages 2 and 17 were spending approximately 1 hour 37 minutes per day using the computer and/or playing video games (Stanger 1999) about 24 minutes more than in 1998. Yet little research exists on how children’s growing use of computers may be displacing activities other than television viewing, and the few findings that exist are ambiguous. Some evidence indicates that children who use home computers may watch less television than nonusers, but other evidence suggests that television viewing remains the same or might even increase with the use of home computers (Stanger.J.D 1998)

For instance, parents reported in a 1998 national survey by the Annenberg Public Policy Center that children in households without computers watched television an average of 36 minutes longer each day than children in homes with computers (2 hours 54 minutes versus 2 hours 18 minutes, on average) (Stanger.J.D 1998)

Effects on Physical Well-Being

Systematic research on the physical effects of children’s computer use is lacking thus far, but insights can be gained from several sources. Results from the numerous studies on the physical effects of watching television are informative, given the similarities between these media. In addition, research focusing on the physical risks of playing computer games is important, given that games remain the most frequent home computer activity for children across most age groups, despite the proliferation of other software and applications (Metrix 1999).

Risk of Obesity

Sedentary pursuits, such as watching television and using the computer, are believed to be an important environmental factor contributing to the fact that 25% of children in the United States are overweight or obese (Hill 1998). Although there is no research that systematically documents a relationship between obesity and computer use, evidence does exist that obesity in children is linked to excessive television watching, that is, five or more hours per day (Gortmaker 1985) .As children spend increasing amounts of time in front of computer monitors—in addition to time spent in front of a television screen—they are likely to be increasing their risk of obesity

(Hill 1998) .Consequently, the American Academy of Pediatrics advises parents to limit time spent with media and to emphasize alternative activities, such as athletics and physical conditioning, as well as imaginative play (Provenzo 1992).