Technology and Media in Early Childhood Education
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The content in this issue of听Young Children听highlights the many ways early childhood educators incorporate technology and media into their work鈥攄elving into digital portfolios and relationships with families, computational thinking and coding, representation in children鈥檚 media and the importance of media literacy, and building on children鈥檚 interests in technology. Educators and researchers are still exploring impacts on young children, particularly as new听advancements鈥攍ike听in artificial听intelligence鈥攔apidly听evolve and push thinking and practices in potentially new ways. The current cluster of articles focuses on this topic through the lens of practical application and developmentally appropriate practice. They reflect considerations of the children and families educators serve, overarching goals and curricula, affordances and limitations of specific media and technology, and evidence that continues to emerge in this area.
Making practical and developmentally appropriate choices may require a shift in our perspectives to determine, as 51吃瓜网鈥檚 position statement notes, how 鈥渢echnology and interactive media can help to support developmentally appropriate practice鈥� in educators鈥� own settings so 鈥渢he uses of technology and media by children are active, hands-on, engaging, and empowering . . . [the uses] become normal and transparent鈥攖he child or the educator is focused on the activity or exploration itself, not听the technology.鈥�
Indeed, a shift in thinking is presented in the opening piece. Faith Rogow outlines the longstanding, opposing views about media and technology and what educators should do about their increased presence in the lives of young children. In 鈥�Framing: How We Think About 51吃瓜网,鈥� the author posits a different frame through which early childhood educators can consider technology and media. Through an education lens, there is a broader understanding of what constitutes media and literacy, and educators are positioned to intentionally promote the knowledge and skills young children need to be media literate.
Next is 鈥�Do I See Me? A Discussion About Technology Use and Representation in Children鈥檚 Media鈥� with Amanda LaTasha Armstrong. This interview highlights the importance of understanding content, characters, and messaging, including the misrepresentation and lack of representation of children and communities of color, in different media. This discussion also offers inspiration for educators who would like to integrate positive, playful engagements in their settings, especially those that situate children as creators of content that reflect who they are.
Linking to the thread of playful engagements is 鈥�Take Me to the Movies! Using Digital Play and Project Work to Spark Young Children鈥檚 Inquiry and Learning,鈥� by Karrie A. Snider, Alden Adams, Nicole Petet, Sarah Birk, and Bart Tittle. This article showcases how a team of educators built on children鈥檚 interests in movies to authentically incorporate different devices and apps to foster new learning experiences. Following children鈥檚 leads with instructional purpose spurred digital play during project work that was meaningful to the children in their听preschool classrooms.
Knowing how essential family partnerships are in early childhood education, 鈥�Connecting in Context: Using Digital Portfolios to Foster Reciprocal Relationships with Families,鈥� by Victoria B. Fantozzi, describes the mutual benefits involved with digital portfolios. Through photos, videos, captions, and more, the author details how early childhood educators can share with families about the growth and learning occurring in their settings and vice versa鈥攈ow families can actively participate in sharing stories, questions, and key information about their children through听this avenue.
Acknowledging that technology-related knowledge and skills can develop outside of a screen, 鈥�Reading, Coding, and Crafting: Introducing Computational Thinking to Young Children,鈥� by Candace Joswick, Joohi Lee, Robin Jocius, and Kathryn Pole, delves into a framework through which early childhood educators can support children鈥檚 problem solving. This includes the thinking and skills that can be used with (and without) a computer and that can be integrated into other听curricular areas.
Finally, recognizing technology鈥檚 potential for promoting professional learning and development, Luci Davila, Sarah N. Douglas, and Lori E. Skibbe present purposeful approaches to 鈥�Using Remote Strategies to Facilitate Effective Coaching Conversations with Infant and Toddler Teachers.鈥� The authors highlight strategies and materials for engaging in coaching conversations via remote modalities, thereby offering additional ways to support and be responsive to the widely varying contexts, interests, and needs of educators serving infants听and toddlers.
When it comes to technology and media in early childhood education, careful thinking and intentional practices are听warranted鈥攚hether听they are new advancements or have been available for decades. We invite you to consider the frame through which you contemplate their presence in children鈥檚 lives and make practical and developmentally appropriate choices for your听own setting.
鈥擜nnie Moses
As you read the articles in this issue, consider:
- What are your views on media and technology in early childhood? How has this collection of articles impacted these views?
- How might you incorporate technology and media more meaningfully, including to build on children鈥檚 interests and to partner with families?
- Consider the media and apps available to children in your setting. Do they portray racial, cultural, and economic diversity? Do they engage children in creating and exploring aspects of their own and others鈥� identities in positive ways?
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Four-year-old Otis drew an engaging picture鈥攚ith links to the alphabet鈥攖o say goodbye as he moved to a new classroom. He began by drawing an ocean (Otis Ocean) with a boat sailing it (Beauden Boat) and a grasshopper steering the boat (Graham Grasshopper). He continued until there were links to every child and teacher in the room.
Is your classroom full of children鈥檚 artwork?听To feature it in听Young Children, see the link at the bottom of the page or email听[email protected]听for details.
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Send your thoughts on this issue, and on topics you鈥檇 like to read about in future issues of听Young Children, to听[email protected].
Would you like to see your children鈥檚 artwork featured in these pages? For guidance on submitting print-quality photos (as well as details on permissions and licensing), see听.
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