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Families and Technology
June 23, 2011
Our brains are built to benefit from play no matter what our age.
-Theresa A. Kestly, Contemporary American psychologist

Does technology have a role to play in early childhood education?  The debate about this question is escalating.  Into the debate comes a report from the Sesame Workshop (admittedly not an objective third party in the debate), "Families Matter: Designing Media for a Digital Age".  This report documents how digital technology is changing the rhythm of family life. The report finds that families are in a transition period, one in which parents recognize the importance of technology in their children’s learning and future success, but don’t always grant them access to the newer forms of media transforming their own adult lives. 

 The report offers recommendations to bolster the development of media content that can support learning and encourage adult-child interactions:

  • Tailor media platforms for children — Many media platforms are designed for adult use.  Media producers should examine how the features of new platforms (e.g., 3-D, touch screens) relate to children’s developing cognitive, social, and physical capabilities.
  • Investigate co-viewing for new media — Research shows that children learn more from television programs when they watch with a parent.  Co-participation should be explored for video games, e-books, tablet devices, and other media that will encourage adults to engage with children in activities to further enhance their learning.
  • Foster teamwork — Digital media are often faulted for children spending less time socializing face-to-face with peers and family.  Producers should design content that drives participants to interact and play together.
  • Design for healthy development — Adults are concerned that digital media are superseding activities including outdoor exercise, imaginative play, and socializing.  Media producers should look to use technology to get children involved in these foundational activities.





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Comments (15)

Displaying 5 of 15 Comments   [ View all ]
Scott Noyes · August 03, 2011
Essex, VT, United States


Isn’t there enough “curriculum” already competing for our children’s hours? Due to societal pressures (a.k.a. misinformed adults) we have stolen genuine play from childhood. Now there is a debate on media use with our children? I think my interventions in early childhood programs and elementary schools would evaporate overnight if we had children spend more time involved in real play. How many hours per day did we spend as young children in real play? How many hours do we permit children in care spend in real play? Let them play with tangible materials. 2D screens do not compare to riding a trike, digging for worms, playing with playdough, or being pushed “under-dog” on a swing. There is a time and place for almost everything, but screen time in early childhood needs to be limited close to zero. The argument that “kids like it” falls on deaf ears. Kids like soda. Doesn’t mean we are going to give it to them in childcare. The response that “Parents want it” doesn’t move me. Parent education, parent education, parent education, like the Realtors creed (location, location, location) is what is needed, not pressure for inappropriate curriculum. Let the children play! Genuine, child-directed play is the solution to today’s academic achievement challenge.

Tara · July 22, 2011
Canada


Children have plenty of time to explore media. The children of this generation will be inundated with it. Why not then eliminate it in the early years and establish the connections that they need so much with caregivers and peers?

Sharon brought up an interesting idea regarding mirror neurons. So important to have one-on-one interaction to develop these and other parts of the brain. Not to mention social skills.

A fantastic book regarding our detatchment from the world we live in and our natural environment is "The Last Child in the Woods", which discusses the importance of engaging with our environment and what types of issues it can cause if we don't. Our children's health and futures are at risk.

Sharon Davisson · July 02, 2011
Concerned Educators Allied for a Safe Environment
Nevada City, California, United States


I'm having difficulty gathering my thoughts because I'm feeling such a sense of dread after reading the summary of this report. The Sesame organization that created this research is obviously invested in justifying media use.
It is in-congruent that the report acknowledges the importance of human interaction and suggests that media producers incorporate that awareness into their products. Playing an interactive game while looking at a screen is an entirely different thing from interacting with an actual human being. Where does the development of mirror neurons come in, where does the development of sensitivity to subtle facial and body language? Good grief.
This report is simply a "know the customer" promotion.

Nancy Carlsson-Paige · June 28, 2011
somerville, ma, United States


This article on technology ignores the harm too much screen time is causing for children. The article seems biased in favor of using technology with young children, a very controversial topic. This entry looks as if Exchange supports the ideas presented in this report.

Irene Lipshin · June 28, 2011
Placerville, CA, United States


I am surprised that your review of the Sesame Workshop report lists ideas on how to use digital media and technology for our youngest children, without balancing the report with specific major concerns and research on this issue. At a time when NAEYC is rewriting its Technology Position Statement, with much controversy and a variety of opinions and studies cited, readers need to know that using technology for infants and young children is not required or appropriate in most cases. I attended the Closing General Session, 2009 NAEYC conference, Susan Zelman, Senior V.P., Education and Children’s Content, Corporation for Public Broadcasting, "ECE and digital media: Past,, present, and future." I expressed concern that the audience was encouraged to embrace technology for young children, without complete research on emotional, psychological and physical health, but there were no answers based on unbiased facts and studies. When making life-changing decisions for those in our care, let’s use the Precautionary Principle for Technology in ECE and protect the children.



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