Posted: January 2nd, 2024

The Impact of Early Childhood Education on Technology

The Impact of Early Childhood Education on Technology
Early exposure to technology has become increasingly common in early childhood education settings. While technology offers many potential benefits to young learners when used appropriately, it also presents some risks if overused or accessed without guidance. This article explores both the positive impacts and potential downsides of introducing technology in early childhood, with a focus on how educators can maximize benefits and minimize harm.
Benefits of Early Technology Exposure
When integrated thoughtfully into curriculum, technology provides cognitive stimulation that supports children’s learning and development. Educational apps, software programs, and online resources allow young students to explore concepts through interactive games and activities tailored to their level (McManis & Gunnewig, 2012). This type of self-directed learning fosters independence, curiosity, and engagement with educational content in a way that traditional classroom instruction alone cannot match.
Specifically, technology has been shown to enhance logical, mathematical, and problem-solving skills in early childhood. Programs that involve matching, sorting, sequencing, counting, and simple arithmetic in a digital format stimulate different areas of the brain compared to offline activities (Clements & Sarama, 2003). The challenge of navigating an interactive interface builds children’s ability to plan strategies and solve puzzles in a low-stakes environment.
Digital literacy is another key area supported through early technology exposure. As devices become ubiquitous in both school and personal life, familiarizing young students with basic computer operations, mouse and keyboard skills, and navigation of educational programs and apps gives them a head start on 21st century skills (NAEYC & Fred Rogers Center, 2012). Those who can competently use common technologies at a young age tend to be more comfortable learners as technologies evolve.
Connecting home and school is easier than ever before through educationally focused technologies. Video calls, shared portfolios, messaging platforms, and learning management systems keep parents actively involved in their child’s education from home (McPake et al., 2013). This continuity between environments supports children’s learning and development.
Potential Downsides of Overuse
While technology offers many academic and social-emotional benefits, overreliance or misuse also poses risks to healthy development in early childhood. Chief among these is the risk of excessive screen time displacing other important learning activities.
Unstructured and unlimited access to devices and online content can reduce time spent on developmentally critical activities like outdoor play, physical exercise, personal interactions, creative expression through art and music, and hands-on learning (Hsin et al., 2014). A balanced approach is needed.
Young children have less developed decision-making skills and ability to distinguish commercial content from educational material. As a result, they are more vulnerable to inappropriate exposure online without guidance (Wartella et al., 2016). Risks include accidental access to violent, sexual, or emotionally disturbing content not meant for their age group.
Additionally, sedentary screen time has been linked to increased risk of obesity and poorer sleep quality in some studies (AAP Council on Communications and Media, 2016). Too much inactive device usage replaces active free play that burns calories and supports healthy growth.
Finally, over-reliance on technology as a classroom tool or behavior management strategy may undermine the importance of personal interactions between educators and students (McManis & Gunnewig, 2012). Early learning is as much about social-emotional development as it is academics.
Guidelines for Appropriate Integration
To maximize benefits and minimize potential downsides, technology in early childhood programs requires thoughtful planning and clear guidelines on appropriate use. The following evidence-based best practices are recommended:
Limit total recreational screen time to 1 hour or less per day as recommended by the American Academy of Pediatrics (AAP Council on Communications and Media, 2016). Educational media should not take the place of active free play and physical activity.
Select age-appropriate apps, programs, websites and online resources that are developed specifically for early learners by reputable providers (NAEYC & Fred Rogers Center, 2012). Avoid general audiences or content not meant for young children.
Actively co-view and co-use technology with children to help them understand what they see, guide navigation, and expand on concepts through discussion (Wartella et al., 2016). Young learners need support interpreting media.
Incorporate technology as one of many learning tools, not the primary classroom activity (McManis & Gunnewig, 2012). A balanced approach combining online, hands-on, creative, physical and social activities best supports holistic development.
Establish clear rules on appropriate device and internet usage to prevent accidental access to mature or commercial content (McPake et al., 2013). Young children need boundaries to stay safe online.
Monitor children’s technology use and be aware of parental controls, privacy settings and how to address potential issues that may arise (Hsin et al., 2014). Educators must partner with parents on technology guidance.
Provide professional development for educators on developmentally appropriate integration strategies, curriculum connections, and addressing equity gaps in home access to technology (Clements & Sarama, 2003). Teachers need support maximizing benefits and avoiding harm.
Conclusion
In summary, early and guided exposure to educational technology provides cognitive and literacy benefits that support young children’s learning when balanced with other developmentally critical activities. With thoughtful planning and clear guidelines on appropriate use, early childhood programs can help children gain foundational digital skills to set them up for success in school and beyond, while still supporting their overall well-being. A balanced, common sense approach combining technology, outdoor time, physical play and social engagement is ideal for healthy development in the early years.
References
AAP Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to “Fool’s Gold.” Educational Technology Review, 11(1), 7-69
Hsin, C. T., Li, M. C., & Tsai, C. C. (2014). The influence of young children’s use of technology on their learning: A review. Journal of Educational Technology & Society, 17(4), 85–99.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14-24.
McPake, J., Plowman, L., & Stephen, C. (2013). Pre-school children creating and communicating with digital technologies in the home. British Journal of Educational Technology, 44(3), 421-431. https://doi.org/10.1111/j.1467-8535.2012.01323.x
NAEYC, & Fred Rogers Center for Early Learning and Children’s Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Joint position statement. http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf
Wartella, E., Rideout, V., Lauricella, A. R., & Connell, S. L. (2016). Parenting in the age of digital technology: A national survey. Report of findings. Center on Media and Human Development, School of Communication, Northwestern University. https://cmhd.northwestern.edu/wp-content/uploads/2016/05/Parenting-Age-Digital-Tech.pdf

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