Let’s Talk

Mar 21, 2012 - 10:46 pm
fredrogerscenter

Join Date: Dec 2011
Posts: 12
The National Association for the Education of Young Children and the Fred Rogers Center recently announced a joint position statement on "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children From Birth through Age 8" (available at http://www.naeyc.org/content/technology-and-young-children).

They have made available a list of key messages:
http://www.naeyc.org/files/naeyc/file/positions/KeyMessages_Technology.pdf

And examples of effective practice:
http://www.naeyc.org/files/naeyc/file/positions/PS_technology_Examples.pdf

We're interested in any reactions you might have to the position statement, particularly on how this might affect your practice or programs. Any thoughts?


Apr 13, 2012 - 12:06 am
BPK1976

Join Date: Apr 2012
Posts: 2
I read the position statement and liked it.

I read it as consistent with the American Association of Pediatrics views discouraging media use under age 2, but I would be curious what others think.
http://pediatrics.aappublications.org/content/128/5/1040.short
http://www.healthychildren.org/English/news/Pages/Babies-and-Toddlers-Should-Learn-from-Play-Not-Screens.aspx

and the American Academy of Child and Adolescent Psychiatry:
http://www.aacap.org/cs/root/facts_for_families/children_and_watching_tv

The central message, to me, has to do with children passively consuming media versus media being used as an interactive tool and that can be used within the context of child-caregiver interactions, and that this is especially crucial for children under 2.
May 01, 2012 - 01:29 am
Learn2

Join Date: May 2012
Posts: 1
I also read the position statement. I also would like to learn a way of working digitally that contributes to the role of computer science. Have you come across the work of David Braben and the Rasberry Pi www.raspberrypi.org? I have just joined the community so I will follow with interest its work.
Aug 01, 2012 - 07:39 pm
schatmandu

Join Date: Jan 2012
Posts: 2
Each new school year I'm amazed at how increasingly tech savvy my Kindergartners are becoming. Whether or not to use media in the classroom isn't really a question in my opinion, it's how to strike the perfect balance between enhancing your curriculum with these tools while still allowing for lots and lots and lots of rich experience interacting with their peers, other materials and their imaginations.

While I use many of the ideas listed, I find myself utilizing the following most often:
-Provide opportunities for children to begin to explore and feel comfortable using “traditional” mouse and keyboard computers (an example, I purchased a child friendly keyboard with bigger keys and allow them to type notes which they often choose to e-mail to their parents).
Capture photos of block buildings or artwork that children have created. I actually find it useful to photographically document most of what we do: projects, artwork, lessons, games and fun times -- with digital cameras and a decent storage card you can walk around while they play and snap, snap, snap photos. I have found that another benefit of taking so many pictures in the classroom -- it allows me to discover and reflect on the hidden treasures that are going on in the classroom. I periodically take the pictures home, set up a photo slideshow to calm music and just watch them play. Without all the noise, hustle and bustle, constant planning, helping to resolve conflicts and attending to often needy children – I get the chance to really see things that are happening right under my nose ( who plays with whom, where there interests lie, etc.). I get to know the kids on a much deeper level.

-Search digital files for photos of places, people, animals, or objects and converse with children about what they are finding, and
-Provide access to photographs and experiences children may not otherwise encounter.
I add photographs that are thematically relevant to what we've been discussing in class to their morning sign in sheets– a part of their morning routine where they trace their name -- it's a great opportunity to take things in interesting directions. For example, during our study of the sense of taste I might add pictures of animals sticking out their tongues. You would be amazed at how long a camel's tongue can be! Other times I add picture outlines that can be colored in, visual riddles, mazes, etc. -- and as the school year progresses the children take great ownership: coloring in, adding to the pictures, cutting things out, hiding their names, etc. parents also get a quick and easy window into topics we are covering when they walk in the morning and look at the sign in sheets.

I realize this post is probably way too long so I'll stop now…


Aug 01, 2012 - 07:44 pm
schatmandu

Join Date: Jan 2012
Posts: 2
Please pardon my little typo, I used dictation software to speak this rather than type it–I don't want people worried that I can't teach the children the correct spelling/usage of "their" verses "there" -- although I most likely won't cover that during most Kindergarten years :)
Aug 16, 2012 - 06:23 pm
fredrogerscenter

Join Date: Dec 2011
Posts: 12
Thanks for sharing Schatmandu! Your ideas are a great reminder that you don't need an app or a piece of software to use technology well. Searching for pictures on Google Images, or documenting student work with digital cameras are easy and available options to many educators. It's great that you are able to integrate it into your morning routine.