Screens, devices, technology

Welcome to the 21st Century…

Majority of our population have at least one device in their household. We hear the debate of Android or iOS. Whichever direction you now look, you will most likely see some form of device. Technology has come to the point where you now no longer need to take your wallet anywhere, everything you need can be contained within your device. If you take a minute to pause:

• How many devices do you have in your home?
• How many devices in our Early Childhood Education and Care (ECEC) centres?

We are digitally connected; children now know how to swipe on a device before holding a pencil. The eSafety Commissioner has indicated that more than 94% of Australian children under the age of 4, are capable in actively accessing the internet (Johnston & Touhill, 2021). Recent reports from the Gonski Institute found that 83% of families think digital devices have negative implications for children (Johnston & Touhill, 2021).But should we be afraid of using technology in our environments? The important consideration is, is it being used as an educating tool or to replace an educator? We live in an age where digital tools are fundamentally changing the world around us (Organisation for Economic Co-operation and Development [OECD], 2019).

Technology in ECEC

Consider how often we use technology during our everyday routine in ECEC. We now use it for taking photos, writing observations, creating programs and plans for the children, snapshots of learning, critical reflection, our own professional development, online meetings, recording children’s health needs (toileting, nappy changes, sleeps, bottles, meals). Although this might seem as though we are only on a device for a short period of time when completing one of these tasks, if we timed it all, how much time do you think it would total? And how much of this time is in front of the children? Children are surrounded by technology and devices, of course they are going to be interested because we are, and they are intrigued to know what it is about this device that captures so much of our attention throughout the day.

Technology is one of the key components in STEM (Science, Technology, Engineering and Mathematics), we are comfortable with the use of mechanical and analogue technologies however we are still developing our knowledge on the role of digital technology in early learning (McHugh, 2018). It is important to know though, that we should not be afraid to use technology. Being part of the 21st Century means that these children we currently care for, in years to come when they begin to join the workforce, they’re going to need to know how to use technology – and it will most likely be a required skill that employers look for.

Outcome 4 of the Early Years Learning Framework (EYLF) is children are confident and involved learners, resourcing their own learning by connecting with people, place, technologies, and natural materials (Livingstone, 2015). Outcome 5 also promotes support for children being effective communicators. Incorporating digital technology into the ECEC environment is not about replacing our traditional pedagogical practices but is about being a tool to support our current work (Livingstone, 2015). Effective incorporation is to use digital technologies with a range of other strategies, such as: singing songs, reading a story, designing and creating (Livingstone, 2015).

Using digital technologies is optional and is best considered as a team as to what this would look like in your centre and how this is going to support each child’s educational program (Livingstone, 2015). It is not going to be the same for each of us. There are several considerations though that must be considered:

• Time spent using technology
• Privacy
• Appropriateness of content
• Use of technology in relational to the educational program

What can we do?

The Early Childhood Australia (ECA) Statement on Young Children and Digital Technologies explores existing research in four known areas of importance in ECEC, providing practice advice and guiding principles that are intended to support professional reflection and optimal use of digital technologies that support our own digital contexts (Early Childhood Australia [ECA], 2018).

The four areas and practice advice are:

• Relationships: Children are a part of a digital context and through the relationships they have with others they learn how to interact, engage, access and use digital technologies (ECA, 2018).
• Model self-regulation when using digital technologies (ECA, 2018).
• Create a shared understanding between families, educators and ECEC services for the use of technology in front of children (ECA, 2018).
• Health and wellbeing: Children’s physical activity, posture, vision, sleep and emotions are impacted by the use and experience provided through digital technologies (ECA, 2018).
• Use technology to promote movement opportunities (ECA, 2018).
• Ensure children are participants in both digital and non-digital activities to build strength and skills in their hands and finders (ECA, 2018).
• Citizenship: Children are active participants in their communities now and into the future, and we can provide a foundation to develop their understanding on digital rights, privacy and online safety (ECA, 2018).
• Participate in professional learning opportunities to build your understanding on digital rights, and how this relates to a child’s socioeconomic, geographic, gender and culturally based experiences in digital contexts (ECA, 2018).
• Model internet use with children for learning purposes (ECA, 2018).
• Play and pedagogy: Digital contexts provide opportunity for exploration, meaning-making, collaboration and problem-solving for children’s play and pedagogy (ECA, 2018).
• Engage children in discussions, offering different perspectives regarding the role and use of digital technologies in their own lives, play and learning (ECA, 2018).
• Provide opportunities for exploration and experimentation with the functions of a diverse range of digital technologies alongside adult modelling and instruction in digital technology use (ECA, 2018).

Time to reflect…

• In which domains of development can technology be used most effectively?
• How are you using technology now? What changes need to be made to ensure it is supporting children’s learning?
• How do we share with families about the use of technology in ECEC, and how we are effectively using media and devices as a tool for learning?

References

Early Childhood Australia [ECA]. (2018, September). Statement on young children and digital technologies. (P. S. Edwards, P. L. Straker, & H. Oakey, Eds.) Canberra, ACT, Australia: ECA. Retrieved May 03, 2022, from https://dx.doi.org/10.23965/ECA.001

Johnston, K., & Touhill, D. L. (2021, August 02). A call for voices: What do you think of young children’s use of touchscreen devices? Retrieved May 03, 2022, from The Spoke: Early Childhood Australia's Blog: https://thespoke.earlychildhoodaustralia.org.au/call.../

Livingstone, R. (2015, July 15). Using digital touch technologies to support children's learning. (A. C. [ACECQA], Producer) Retrieved May 03, 2022, from We Hear You Blog: https://wehearyou.acecqa.gov.au/.../using-digital-touch.../

McHugh, C. (2018, April 11). Towards a Statement on young children and digital technology. Retrieved May 03, 2022, from The Spoke: Early Childhood Australia's Blog: https://thespoke.earlychildhoodaustralia.org.au/3794-2/

Organisation for Economic Co-operation and Development [OECD]. (2019). What do we know about children and technology? Retrieved May 03, 2022, from https://www.oecd.org/.../Booklet-21st-century-children.pdf