Explore resources and activities relevant to courses that explore theories of development and which inform an analysis of current technologies marketed for preschool children. These types of courses also explore issues related to technology and childhood.
Course Activity 1: Young Children and Tech
The three IEL Tip Sheets Tech Time for Infants and Toddlers, Tech Time for Young Children, and ZZZ’s Please! are written for families. Students may want to share these Tip Sheets with families through home visits, newsletters, a classroom web page, etc. Future teachers can provide information for families about the positive and negative impact technology may have for young children’s development.
Course Activity 2: Using Tech to Support Language Development
Read the IEL Tip Sheet Supporting Young Children with Limited Verbal Skills. Ask students to share any experiences they have had teaching young children with limited verbal skills. Why is it important to provide means for young children to communicate? What have students observed when a child has limited verbal skills? Assistive technology (both low- and high-tech versions) can greatly impact a young child’s language and literacy development. If possible, the instructor may want to invite a speech/language therapist to share information with the class about the use of assistive technology with young children. The use of iPads and apps has expanded opportunities for supporting young children with limited verbal skills.
Course Activity 3: Screen Time and Families of Young Children
In the podcast Too Much Tech: Screen Time and Families, Dr. Emma Mercier discusses technology use with young children and family life. After listening to the podcast, students can write a brief reflection about their use of digital media/technology. How do you make sure that technology is “value added” for young children? Do Dr. Mercier’s experiences with her young daughter and screens sound familiar? How have young children’s uses of technology at home changed as a result of the Covid-19 pandemic?
Course Activity 4: Evaluating Resources on Big Tech and Small Children
Students may find the resources in the IEL tool kit Big Tech and Small Children helpful to expanding their practice with using educational technology. Students can be assigned to evaluate a particular educational technology app or program specifically created for young children. How might this digital tool be used to document and communicate what children are learning? How does it enhance the curriculum? Can this technology be used to help children learn more about a topic or visit a place they may not be physically capable of visiting? Can this technology be used to speak with an “expert” for project work?
Course Activity 5: Choosing Videogames for Young Children with Disabilities
In the IEL blog Tech Time! Video Games and Young Children with Special Needs, Dr. Susan Fowler discusses the importance of choosing age-appropriate video games that a young child can play. For some young children with disabilities, it’s important for an adult to play along with the child. Students can do their research and find recommendations for age-appropriate video games for young children with disabilities. Students can share their findings in class and discuss what adaptations may be needed so a child with a particular disability can participate in a particular video game.
Course Activity 6: Screen Time Recommendations for Young Children
The Q&A Screen Time and Young Children provides several resources regarding young children’s use of screens. Screen time recommendations are guidelines used to provide some limits on young children’s use of screens at home and in caregiving settings. The instructor may use this Q&A as a supplement to course readings. Some questions for reflection might be: (1) How have Covid-19 restrictions impacted children’s use of screens? (2) How can teachers support families in limiting young children’s access to screens? You could also ask students to create a list of “conversation starters” that families can use with young children when they are waiting for the bus or at a restaurant instead of depending on iPads/cell phones to fill the wait time.