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Signed in but can't access contentOxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian. Institutional account managementFor librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more. Young children are growing up in a society that engages with digital technology on a daily basis, and therefore children are very comfortable and confident in a digital culture that is rapidly changing. Presently, there are many forms of digital technology that adults and children are exposed to, including computers, tablets, digital televisions, smartphones and watches, and interactive smartboards. As a society, we are becoming more reliant on these types of technologies, as these devices aim to serve a variety of functions, such as, connecting people, sharing information, entertainment and recreational purposes, education and work. As teachers and educators of young children it’s important we work alongside families, to ensure that our children are safely engaging in digital technology that will enhance their skills in play, problem-solving, lateral thinking, and learning. As an organisation, we recognise that not all children have equal access to digital technology based on their varying circumstances (socio-economic resources, geographical location, gender and age), therefore, it’s important we don’t assume as educators that all children growing up in today’s digital world have the same understanding or experience (NAEYC, 2012). What do we consider as we strive to provide digitally safe learning environments for children in our community preschools? Our educational philosophy on using digital technology with our infants and toddlers? How we safely and effectively integrate digital technology into our 3-5 years educational programs? Children are naturally inquisitive, therefore, integrating digital technology into our enquiry-based learning environments enables children and educators to collectively work together to learn about the world around them through inquiry. The use of digital technology allows our preschool children the opportunity to gain greater exposure to key concepts, construct their own knowledge, increase their research abilities, increase independence, and develop deeper understandings about topics and areas of interest under the guidance of educators (Feng et al 2009). Educators’ are important role models in the appropriate use of digital
technology. References: AAP Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. http://www.health.gov.au/internet/main/publishing.nsf/Content/FCE78513DAC85E08CA257BF0001BAF95/$File/Birthto5years_24hrGuidelines_Brochure.pdf Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. Early Childhood Australia (ECA). (2018) Statement on young children and digital technologies. Canberra, ACT http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2018/10/Digital-policy-statement.pdf Lerner, C., & Barr, R. (2015). Screen Sense: Setting the Record Straight–Research-Based Guidelines for Screen Use for Children Under 3 Years Old. Zero to Three, 35(4), 1-10. National Association for the Education of Young Children (NAEYC), 2012 “Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8”, Washington, DC Chttps://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdf Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389. When used appropriately technology and media can enhance children's cognitive and social abilities?When used appropriately, technology and media can enhance children's cognitive and social abilities. Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play, and outdoor activities.
How does technology affect a child's cognitive development?Why? Because, unlike an adult's brain, a child's brain is still developing, and as a result, malleable. When children are exposed to technology at high rates, their brain may adopt an internet approach to thinking – quickly scanning and processing multiple sources of information.
How the use of technology enhances children's development?Technology often presents children with problems, and helps them learn how to make decisions and solve those problems. Games and apps on tablets or smartphones can help give children the practice they need to find success down the road. When students wisely use technology they can reap huge rewards.
How does technology improve children's social skills?Many report that use of social media platforms, texting, and other apps allows them to stay connected to peers they know in real life. It also can foster the development of friendships with peers around the world who have shared interests and goals.
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