FUTURE OF ICT IN ECE

As we approach the year 2000, teachers are at an important crossroads regarding the role computers will play in young children's lives. "Early childhood educators have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children" (NAEYC, 1996, p. 11). The position statement emphasizes the importance of teachers using computers in developmentally appropriate ways. If computers are going to be used in early childhood classrooms, it is important that they be used in developmentally appropriate ways.

Computers are a learning resource and should meet the same high standards of all the equipment, materials, and resources we provide young children. To use computers in developmentally appropriate ways, five components emerge as important: computer placement, software selection, teacher interaction, supporting activities, and teacher training/support.

Experiences with computers, like all the other materials, equipment, and resources we provide young children, need to be developmentally appropriate. When computer experiences match children's developmental needs, they provide a valuable, unique learning resource. Developmentally appropriate software provides children a world they are eager to manipulate, experiment with, and discover. ICT can support different aspects of learning and development processes of young children, including language, creativity and problem-solving skills. Children can also play and learn together using ICT, which can foster their ability to communicate and collaborate. Moreover, ICT facilitate more personalized learning and thus can diversify and increase learning opportunities for every child, including children with special educational needs. 

The benefits of ICT in children’s learning and development are particularly high when applications are educational, play-based, free of harmful contents and stereotypes; encourage collaboration, allow children to be in control of their learning processes. As teachers integrate computers into their classrooms, they begin a journey with children, exploring together how children learn and discover the world.

Therefore, providing parents and families as well as early years practitioners with information and guidance on safe and effective use of ICT is critical not only to promote these young children’s safety and optimal development in early childhood but also to prevent future problems when they grow older.