The ultimate goal of early childhood education is to improve children’s social-emotional skills, acquisition and use of knowledge and skills and use of appropriate behavior to meet their needs. As said by Albert Einstein, “Education is not the learning of facts, but the training of the mind to think." Therefore, the use of technology is not suitable in early age, as it teaches children to depend on technology rather than believing in themselves. Scientifically proven method states that when a person learns something through the senses of touching, hearing, writing, communication is more prone to remember for a longer time than just reading. Technology makes life much easier and simpler. But it should be kept away from children less than the age of 5. Technology is passive because it cannot provide a moment of important emotions which are required for child’s social and cognitive development. This paper highlights why early use of technology in education for children below five years is not appropriate for their development.
Both technology and traditional methods of learning have a greater influence on the early education of young children. Traditional teaching methods have been developed and modified from thousands of years of history. The impact of traditional teaching overall has been seen positively. Are we ready to experiment the use of devices in school where software is used to teach children instead of teachers? In the end, the use of technology in life is very important. The use of technology strengthens the ability of a child to scan information efficiently and rapidly.
Technology in education for young children limits their thinking capacity. Thinking involves possessing the ability to draw conclusions, reason and to reflect based on the teaching. It is important that children encompass the ability to judge, question, remember, learn and observe without being influenced by technological gadgets. Relying on technology all the time becomes detrimental to the ability of our children to think. The brains of young children are malleable and still developing, and the frequent exposure to technology wires their brain in a way that determines how it develops.
Introducing technology at early stages of human development makes a child’s world be surrounded by devices rather than people. A well-renowned pediatrician, Dr. Julie O’Brien stated that “educational shows and applications on media devices are not as educational as parents hope” (Bewick, 47) Children cognitive skills are better developed when they are introduced to real-life toys, puzzles, books, etc. Studies suggest the rapid, repeated movements on media screens can shorten the attention spans of children and adults alike. Hence, from the early stages, the brain is trained to reward quicker with television rather than the picture book.
When technology was introduced for students above the age of 5 to 8, the survey was conducted on 1462 parents in 2013. Survey concluded that there was increased in 27% of time spent on devices like computer and cell phones. Normally, these kids spent 4 to 6 hours per day on electronic media devices. However, this was the case for slightly older kids than our subject kids. But the results were not very good. If we imply the same of use of technology on very early children education, they will be very much reliable on technology. Their entire sources of interactions and communications will be carried out by media devices. This will cause, a lot of issues in future where they will find it difficult to strike face to face conversation with people sitting on them. In result, it will stagnate their communication development. One cannot have intellectual conversations without communicating. A problem of masses cannot be solved without debate and to have a debate one needs to have proper communication skills. Sitting longer in front of computers can result in physical problems. This is well-known fact among adults. The bones and muscles of toddlers are still developing. Computers are not designed for children. As Peter Buckle of the Robens Centre for health Ergonomics states that “Most parents seem unaware of the possible dangers of the children sitting for long periods unsupported, with necks twisted and wrists overextended” (Hohmann, 41).
Over-reliance by young children below the age of 5 years on using the internet search engine while looking for information may slow their brain development. Constant use of internet search engines causes children to be less capable of remembering the information. The brain ability to retain information will also lessen making it hard for children to recall what they are taught in the classroom. Traditional ways of learning helped the development of good communication and reading skills. In the old days, children were more creative since without the influence of technology they developed problem-solving and critical thinking skills. However, the introduction of technology in the education of young children makes them search for information on the internet instead of reasoning for the possible answers. Even though the internet have made the search for information easier, it has also influenced young children to become lazy.
Too much exposure of young children below the age of 5 to technology affects their academic performance. The addiction of children to technological gadgets makes them waste valuable time on the gadgets without focusing on their studies. Besides, technology impacts negatively on the development of their writing skills. Writing is a kind art which every child should possess. Children can only improve and perfect their writing skills through practicing (Thouvenelle, 38). Technology does not give children the platform to practice their writing skills hindering its development.
Linda A. and her associates stated in their research paper that “All software designated for young children is age appropriate and of high quality is a myth”. The basic question that is required to design such tools is whether it provides new learning opportunities that traditional teaching does not? Many education institutes that apply the use of computers for preschoolers have been examined. The results were astonishing since many of the teachers bought the software without questioning its impact. Teachers thought process involved that it will make their work easy. However, the correct approach should be whether the content is same or better than actual classroom teaching or what messages are used to communicate with children in such software?
There is a high possibility that such extravagant use of colors, cartoons and musical tunes used in software can act as a source of diversion. Diversion created can undermine the actual purpose of learning the outcome of a particular task. For instance, when adults are working on a task, any noise created can distract them in many ways. The immediate effect is the loss of concentration and frustration. The same principle is applied to children. Carpenter stated that “multitasking may interfere with the development of appropriate thought process including perspective taking, reflection and metacognition (Carpenter, 200). Many tools like Adedu learning, which is a drawing software, allows children to terminate task if they do not like what they are doing. Such features have a negative impact on children as they are taught to give up instead of working hard to solve the given problem. Some software use an animation that is disrespectful to cultural diversity, gender and differing abilities (Linda, 6). When we use traditional methods of selecting a drawing book for kids, teachers go through a careful selection of content of the book. It ensures that proper impact of learning on children. Since the early days of classroom computer use, researchers and staff development specialists have underscored that the teacher is key to the effective educational use of technology (Sarama, 24).
There are health issues that arise from excessive use of technology. Researchers have put down health issues that arise from the use of technology in children under the age of five years. Obesity among small children is on the rise. The rise in obesity has been attributed to the fact that children using technology for education spend more and more time behind the screen and rarely involve themselves in physical exercises (Carpenter 48). More and more children are diagnosed with having more weight than is required for them. Obesity acts as a trigger for other health hazards such as heart attacks. Allday wrote that the use of technology as education tools leads to poor language development in the children. He urges that parents should spend more time with their kids to help them overcome these developmental challenges.
For all the reason’s mentioned above, we should not forget the ultimate goal of early childhood education. In future, if we were to introduce technology in early childhood education, the basics of education should be the prime basis of technologies selection. However, we should not deprive the child of human emotions and contact during his early stages of life. Use of technology in early stages of education will strip away the use of this senses in child’s learning cycle. A child's understanding of the world should be through a sense of touch, hearing, listening and not just through watching on educational devices. Hence, when the computer and other technologies are introduced in early age, children will not get the chance to learn core values of life which will make them better human in future.
Work Cited
"14 Scientifically-Proven Ways to Boost Brain Power." 14 Scientifically-Proven Ways to Boost Brain Power. Web. 16 Mar. 2016.
"A Quote by Albert Einstein." Goodreads. Web. 16 Mar. 2016.
"Computers in Preschool: Hurting or Helping?" Computers in Preschool: Hurting or Helping? Web. 16 Mar. 2016.
Allday, E. (n.d.). Technology a fundamental change in child development. Retrieved March 01, 2016, from http://www.sfgate.com/health/article/Technology-a-fundamental-change-in-child-4958199.php
Anderson, G.T., S.C. Hilton, & M. Wouden-Miller. In press. A gender comparison of the cooperation of 4-year-old children in classroom activity centers.
Bewick, C.J. The adoption of computers as an instructional tool by Michigan Head Start teachers. Ph.D. dissertation, Michigan State University, 2000.
Carpenter, S. In the digital age experts pause to examine the effects on kids. Monitor on Psychology 31 (11): 48–49, 2000.
Hohmann, C. Staff development practices for integrating technology in early childhood education programs. In Young children: Active learners in a technological age, eds. J.L. Wright & D. Shade. Washington, DC: NAEYC. 1994.
Sarama, J., & D.H. Clements. Computers in early childhood mathematics. Paper presented at annual American Educational Research Association, April, Seattle, Washington, 2001.
Thouvenelle, S., & C.J. Bewick. Completing the computer puzzle: A guide for early childhood educators. Boston: Allyn & Bacon., 2003.
Tsantis, Linda A., Cynthia J. Bewick, and Suzene Thouvenille. "Examining Some Common Myths about Computer Use in Early Age Education." Naeyec.org. Young Children on the Web, Nov.-Dec. 2003. Web. 16 Mar. 2016. <https://www.naeyc.org/files/yc/file/200311/CommonTechnoMyths.pdf>.
United States. Government Education. Education for Children. At a Glance: Child & Family Outcomes. Government. Web. 16 Mar. 2016. <http://ectacenter.org/~pdfs/eco/WAchildandfamilyoutcomesglance12-6-10LB.pdf>.
Wright, J.L., & S. Thouvenelle. Computer learning center: Curriculum guide for teachers of young children. Alexandria, VA: MOBIUS Corporation, 1996.
