Education technology in early childhood

I want to be up-front with you. I am a strong advocate of using technology in the home and classroom—in appropriate ways. My answer to the title of this article is an unequivocal “No!” I support the use of technology with young children for a number of reasons.

First, today’s children are the generation.com. They have a great deal of involvement with technology and have spent many years playing with and learning from technology. Children as young as nine months are using the computer, while nestled securely in their parents’ laps. Programs such as Reader Rabbit and Jump-Start Baby are designed for the lapware set. These software programs and others like them constitute the fastest growing software on the market today. They are easy and fun to use, and children learn from them.

A second reason I support the use of technology with children is that the use of technology in early childhood programs can begin to level the educational playing field and close the digital divide that exists between the haves and have-nots of technology. Children from minority and low-income families have less access to computers and the Internet than do their more advantaged classmates.* Having access to and use of computers and other technology at school can help all children get the knowledge and skills they need to be successful in school and life.

I recommend that all early childhood classrooms have a technology center that includes a computer, access to the Internet, a printer, a digital camera, and appropriate learning software.

Here are some guidelines you can use to integrate various kinds of technology into your classroom and programs:

1. Remember that technology does not replace the teacher. Computers and other technology are learning tools designed to help children learn and to extend and enrich their learning.
2. Apply developmentally appropriate practices to your use of technology with young children. This means you should take into consideration the age, developmental levels, and the individual needs of your children when selecting technology and software for them.
3. Collaborate with parents to help them work with their children so that they are not spending all of their time watching television or playing/working with computers.
4. Advise parents about the American Academy of Pediatrics recommendation that children under two not be allowed to watch television or work on computers.
5. Monitor children’s use of iPods and other forms of technology that use earphones. Research suggests that it’s not how long children listen, but the volume at which they listen to the music.

this videos shows how to use Education technology in early childhood   

also -this another website

http://eslarticle.com/pub/articles/e-learning-call/developmentally-appropriate-practices-teaching-with-technology-in-early-childhood-487.htm

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bayan

Young children have needs that are real and different from those
of older children and adolescents. Children from birth to age
eight are learning rapidly, using all of their senses and their
entire bodies to take in sensations and experience the world
around them. During this period of their lives they learn
through their play and exploration across five essential developmental
dimensions. These dimensions include:
? Social and Emotional Development. The ability to form and
sustain relationships gives meaning to learning experiences.
Responsive interactions provide a sense of well-being that
enables children to form attachments with others and participate
positively in educational activities.
? Language Development. Language empowers children to
participate in both the cognitive and affective parts of the educational
program. Experience with written and oral language
provides children with the tools to interact with others, and to
represent their thoughts, feelings, and experiences.
? Physical Well-Being and Motor Development. A child’s health
is connected to preparedness for and performance in learning
activities. Healthy children are able to focus on and actively
engage in experiences crucial to the learning process.
? Cognition and General Knowledge. Children need opportunities
to interact with the people and objects in their environment,
and to learn from their surroundings. Experiences and interactions
with peers and adults allow children to construct knowledge
of patterns, understand relationships between objects or
events, and learn ways to solve problems.

Video

also -this another website
http://www.brainpop.com/

http://www.ncrel.org/sdrs/areas/te0cont.htm

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basma

Low Tech/High Touch
Child care tends to be a low tech profession
with a strong preference for high
touch learning experiences. Most child
care professionals, unlike the young
children in their care, have come to
computers as adult learners and can be
resistant to using technology when
face-to-face interactions and relationships
are at the heart of their work

video



also -this another website
http://childrenstech.com/


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salma

Did you know that experts argue that the child at the age of two or three years can use the computer and the age of four sailing in the world of the Internet. Where the children of the third millennium are no longer attracted by traditional games. Experts say in this area that the computer is an animal patient and a good tool to learn because it allows the child to become effective personal unlike television Moreover, it urges that the different perceptions of the brain.

Marlena, "said Roberto, Professor of Technology at the University of Rome and author of the book

EsseriMultimedial

Or Be very brokers In this age of the child match words and objects through a computer develops its capabilities and to identify the sounds and images can also zoom out and zoom, which develops has a visual and audio senses.

In the pre-school, the child develops coordination between movement and vision and sound, so be very helpful to use a computer mouse and keyboard.


And the computer such as an open book to be more effective and children are attracted strongly to the computer, so the child is used frequently, but it is necessary to control the period during which the child before the Ijlsha Almontour not more than two or three hours a day.

Experts warn of the computer as a babysitter and when moving the child to this world prefer to stay next to him when it is small.

Finally, the computer world and the amazing world of stunning and develop children's sense of observation, imagination and knowledge of shapes and sizes from 3 6 years, and develop the capacity of innovation and more than two years, and develop the capacity of design, control, and creating characters.

It can also discover the numbers and words and images from 3 to 7 years

Video

(link)
http://home.hiroshima-u.ac.jp/cice/e-publications/12-1Anna.pdf

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amani77

In an era where technology has become an integral part of daily life and the process

Education even at the level of kindergarten, I recommended in my studies, including the following:

▫ the introduction of computers in education of children of kindergarten and choose the devices commensurate with young children, such as touch screens, and runaways, keyboards color and supplements of the computer and Paintings commensurate with the children, with the need to put the devices in place an appropriate and safe in the classroom and at home.

▫ create specialized portals for children in general and young children in kindergarten in particular match the orientation and stage of development the design and content of the preparation of a group of specialists, with the need to update their content and follow-up, develop and add to it constantly.

▫ web design for young children and easy to open, browsing, and the use of audio instructions and guidance. It is necessary to be interactive, and the need to use large fonts and clear, the colors of the background defaults colors, fonts, and the use of classical Arabic language sites children, and writing in Arabic instead of translating the stories and information from the English language and the development of links to foreign sites.

▫ design attractive sites dedicated to teaching children basic literacy and numeracy and other skills of the preparedness of the school depends on the colors, music, digital photos, video clips and animation.

▫ Development of criteria for good and safe sites for children in pre-school.

▫ define parameters pre-service computer sites that are commensurate with kindergarten children, and ways to integrate technology into kindergarten classrooms, and how Isammn lessons depends on the technology.

▫ training kindergarten teachers during the service to use the computer and the Internet, and how they are looking, and where to find appropriate sites for children, and the preparation of handbooks and manuals induction of the parameters, and the involvement of the parameters in the newsgroups and discussion groups related to children before school age and the use of technology in education.

▫ the need for accompanying parents and teachers of kindergarten children as they browse the Internet, and assist them in drawing, painting and educational games and read stories on the screen.

▫ creation of an association such as the Association WireKids to enable children to use the Internet safely and in ways appropriate to their age, and the development of laws to protect children while surfing the Internet and sites, and the need for parental consent to browse the child has, with control of information which is sent to children, enable parents to access to the information collected from children, and the need for supervision of parents and teachers on children while surfing the Internet.

video

link:

http://www.ehow.com/about_6384256_computer-technology-field-childhood-education.html