Many strong opinions exist on the value of technology in the lives of young children. Parents and professionals alike are in one of two camps. The one camp sees computers and software; internet programs; and interactive television, games, books and toys as potentially toxic distractions from imaginative play, exploration, and physical activities. The other camp views interactive media as invaluable tools for young children to explore, experiment with, and master as they build and enhance essential skills. All parties agree that technology is a permanent part of our environment that will play an ever increasing role in the lives of our children as they grow and mature. The challenge is when and how to present these tools to our young children.

An excellent report from Children Now, “The Effects of Interactive Media on Preschoolers Learning: A Review of the Literature and Recommendations for the Future,” (October, 2007) provides a critical examination of current thinking, a review of available research, a summary of best practices in preschool classrooms, and an overview of interactive media products. The report offers a thorough review of the pros and cons of each issue. While the attitudes and beliefs expressed are passionately felt and controversial, the outcomes of research, though not conclusive, are generally positive. The following is a brief list from the findings:

On the positive side

• Simply having access to computers supports learning.
• Children using computers with each other show increased levels of communication and cooperation; they take turns and interact with each other frequently.
• Interactive toys featuring loving characters can help support a positive connection to learning.
• There is universal support for the use of technology to support the learning of children with disabilities and special needs.

On the negative side,

• Preschoolers who play with aggressive video games are more likely to behave aggressively than children who do not play with aggressive games.
• There are serious concerns about physical dangers to young children who use interactive media, and to date there are no studies that examine the effects on their health and development.
• The need to expand research on the impact of interactive media on young children is urgent!

Child Development Media Supports Technology in Early Childhood

From the very first publication of the Child Development Media catalog in 1994 we have included a category on Technology and how it relates to children. Advances in technology made this business possible. The benefits of technology are enormous, both to those who use our resources for training and education, and to the children who are the recipients of all of our efforts. However, the educational resources on how to use technology with children have been and continue to be very limited.

One outstanding source of technology-based work is the Center for Best Practices in Early Childhood Education at Western Illinois University. Directed by Dr Patricia Hutinger, the Center was founded in 1975 and provides products, training materials, conferences, and workshops on topics relating to technology, early childhood, children with disabilities, and more.

Child Development Media is very pleased to have two innovative videos in our collection that were produced by the Center. Both videos teach and underscore the best practices in preschool classrooms outlined in the Children Now report. These videos are

Supporting the Early Childhood Curriculum with Technology. 38 min.

Addresses technology integration and how teachers enhance and support thematic units with software and related materials. Examples in the video show children participating in units about bugs, nutrition experiences with DW, the Picky Eater, and body parts with Mr Potato Head. Join preschool teachers as they give us a peek into their classrooms to observe technology integration in action!

Supporting a Comprehensive Technology System: Roles of an On-site Technology Team. 30 min.

This video illustrates the importance of a comprehensive system that includes (a) assessing children's technology needs, (b) integrating computers into the curriculum, and (c) making satisfactory transitions. The video demonstrates how the Technology Team at Just Kids Early Childhood Learning Center in Middle Island, New York, successfully accomplished technology-related goals. Teachers, parents, and team members discuss the benefits of the comprehensive system and demonstrate the team's contributions to that success. Ongoing training and technical support supply the ingredients that make the program a thriving success.

Comments are welcome

We invite you to share your thoughts, ideas and questions about interactive media and young children. If you have stories to tell about your experiences with media and young children please share them with us.