Early childhood refers to the period from birth to 8 years of age. We now know from research that significant brain development occurs during early childhood and 75 per cent of brain development takes place during the first six years of life. We also know that good nutrition, positive stimulation, affection and a safe environment influence how the brain cells connect; the brain architecture is thus literally shaped by the quality of environment, particularly the child’s interactions with other humans. And once developed the brain is much harder to modify, and developmental delays before age 6 are particularly difficult to compensate (UNESCO 2014)
What is ICT?
ICT stands for “information and communication technologies”. This term is now widely used in educational research, policy, and practice. It replaces the older term, “IT”, or information technology, which was most often used in reference to computers and the Internet. In the past, the “information” dimension tended to predominate in the literature, and in people’s thinking, about ICT. In recent years, the “communication” dimension of ICT has assumed an equal prominence.
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Today it is common to see toddlers and pre-schoolers watching video, playing games on tablets or surfing on internet. In the Republic of Korea, 93% of children between 3 and 9 years of age go online for average 8 to 9 hours per week. As younger and younger children are exposed to ICT, there are concerns among researchers and parents alike over the safety of ICT use by young children as well as their effective use for their learning (see Figure).
How ICT matter in early childhood education.
Critics of ICT use by young children tend to take the view that ICT encourages children to be passive recipients, that it is isolating, or that young children cannot learn effectively through these kinds of experiences
We suggest reasons why ICT matters in early childhood education. First, ICT already has an effect on the people and environments that surround young children’s learning. Second, these technologies offer new opportunities to strengthen many aspects of early childhood education practice. Third, there is support and interest across the whole education sector for the development and integration of ICT into education policy, curriculum, and practice.
In contrast to the critics, many other authors consider that ICT holds many potential benefits for young children, and that when used appropriately, ICT can:
- support children’s cognitive and emotional development, and the development of social and co-operative skills;
- assist in the emergence of early literacy and mathematical thinking;
- the possibility that they can begin to develop ICT capability and “ICT literacy” as part of their early childhood education experiences.
- “level the playing field” for children with special learning needs;
- enhance and strengthen relationships between children and adults, or give adults new ways to gain insight into children’s thinking or their interests, thereby providing opportunities to better support and scaffold children’s learning; and
– facilitate the emergence of “new literacies” or “multiliteracies” in children
Using ICT to enhance the early childhood learning environment
The value ICT can add to young children’s learning environments depends on the choices practitioners make about which tools to select, and when and how to use these; and their understandings about how these tools can support children’s learning, development, and play. To make these choices, practitioners need to be familiar with various tools and what they can do. They also need to be familiar with contemporary theories about learning and development, and recognize how these can be linked to the use of ICT. New kinds of practices may be needed, for example, to support young children to develop information and communication literacies necessary for learning in ICT-enriched environments.
Without good guidance, examples, and support for their own professional learning, early childhood educators will make their own decisions about the nature and extent of ICT use in children’s learning. These decisions are influenced by such factors as educators’ own level of confidence with ICT, and their beliefs about learning and teaching in the early childhood years. Literature about ICT use in early childhood education settings, and studies of early childhood teachers and teachers-in-training learning to use ICT, suggest that effective professional development supports teachers to develop understandings of ICT that connect with their existing early childhood education philosophy and pedagogical views.
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Some educationalists and parents are concerned about children’s isolation from social interactions or ICT displacing other play and learning activities. In response, what literature points to is the critical importance of the adult’s role and developmentally appropriate use of the tools. This means that safe and effective use of ICT in early childhood largely depends on the knowledge and skills of parents, guardians and practitioners (e.g. preschool teachers).
In fact, when used judiciously, ICT can support different aspects of learning and development processes of young children, including language, creativity and problem-solving skills. Children can also play and learn together using ICT, which can foster their ability to communicate and collaborate. Moreover, ICT facilitate more personalized learning and thus can diversify and increase learning opportunities for every child, including children with special educational needs.
The benefits of ICT in children’s learning and development are particularly high when applications are educational, play-based, free of harmful contents and stereotypes; encourage collaboration, allow children to be in control of their learning processes.
As online security problems and antisocial behaviors (e.g. cyber bullying, game/internet addiction) become well known and wide-spread, we are becoming more aware of the need to foster digital citizenship through safe and responsible use of ICT. We must recognize the critical importance of early childhood in this. It is during the first years of life when the child’s brain is developing at an incredible speed and they are acquiring new knowledge and skills in their environment, particularly through interactions with people around them. In so doing, important social and emotional development takes place, and habits and core values, such as empathy, peer social skills and emotional control, are formed – much before they start school.
Disadvantages of ICT in the early childhood Education
It would be totally unfair to claim that there are absolutely no downfalls associated with the introduction of ICT in the primary school education system, because you can be sure that they do (unfortunately) exist.
Cost:
• An increasing number of resources and funds are being pumped into putting ICT in schools at the moment. The cost of laptops, wireless broadband and even projectors contribute to a very large percentage of a schools budget, this is exacerbated by the current economic climate.
• According to the IT learning exchange, ICT will be the single largest curriculum budget cost
• This may be seen as a positive, but there will unfortunately be little or no money left over for other significant costs.
Misuse:
• Instead of using their laptops or tablets for educational purposes, more often than not students stray away from educational purposes of their gadgets and visit social networking sites such as Facebook or Twitter.
• Listening to the teachers is no longer their main priority. Students become too focused on social media sites and playing games. As a result of this, they can no longer focus on what is trying to be taught in class.
ICT Literacy in Teachers:
• One of the reasons for ICT not reaching it’s full potential in education in the foundation stage is the teacher’s attitude.
• Some see it as a potential tool, whereas others may see it as unhealthy, and also that it may hinder learning.
• Many teachers are not up-to-date with the newest pieces of technology, and many would certainly be uncomfortable to take on such a massive change in teaching methods (…you can’t teach an old dog new tricks!).
Again, it is possible but more difficult to modify these habits and values later in their life. Therefore, providing parents and families as well as early years practitioners with information and guidance on safe and effective use of ICT is critical not only to promote these young children’s safety and optimal development in early childhood but also to prevent future problems when they grow older. (UNESCO 2014)
Conclusion
In conclusion, we find it justifiable to come to the conclusion that the existing advantages in ICT in the education system completely outweigh the existing disadvantages. Provided a teacher is reasonable, and eager to learn new methods, the future generations would benefit extremely in how they will be educated. Once again we must remind you that our world is revolving at an exponential rate, and the future generations MUST be introduced to ICT as soon as possible. Is there any better way than to introduce them other than education? We think not!
“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important” – Bill Gates