Technology should never be used for technology’s sake. Instead, it should only be used for learning and meeting developmental objectives, which can include being used as a tool during play.
The thoughtful and innovative use of digital tools and technologies can engage children in key skills such as play, self-expression, and computational thinking especially when families and early educators play an active role which will support later success across all academic disciplines and help maintain young children’s natural curiosity. Early learners can use technology to explore new worlds, make believe, and actively engage in fun and challenging activities.
🌟 Digital Starter & Literary Program Structure 🌟
DIGITAL STARTER (5 Sessions) The “T” in STEM is intended to introduce children to the underlying concepts of building or creating technology, including computational thinking 💭 , which is the basic logic underlying computer science and is beginning to be incorporated into early childhood settings.
DIGITAL STARTERactivities include:
Use HABA Education - Digital Starter (Level 1) to promote “Computational Thinking” in early childhood
Use HABA Education - Digital Starter (Level 2) to promote “Computational Thinking” in early childhood
Basic Concept of Coding - Board Game Level 1
Basic Concept of Coding - Board Game Level 2
Introduce Digital Drawing
DIGITAL LITERACY (5 Sessions)
It means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices.
DIGITAL LITERACY activities include:
Introduction of web browsers, search engines, email, text, video call etc...
“Digital World & Me” - Use digital technologies as a tool for learning.
The important of cyber safety
Evaluating online resources for accuracy/trustworthiness of information.
Become responsible digital citizens.
As early learners reach an appropriate age to use technology more independently, they must be taught about cyber safety, including the need to protect and not share personal information on the internet, the goals and influence of advertisements, and the need for caution when clicking on links. These skills are particularly important for older children who may be using a parent’s device unsupervised. Early childhood educators and administrators should ensure that the proper filters and firewalls are in place so children cannot access materials that are not approved for a school setting.
To understand how to use technology appropriately with young children, you should understand the differences between passive and active use of technology.
“PASSIVE USE” of technology generally occurs when children are consuming content, such as watching a program on television, a computer, or a handheld device without accompanying reflection, imagination, or participation.
“ACTIVE USE” occurs when children use technologies such as computers, devices, and apps to engage in meaningful learning or storytelling experiences. Examples include sharing their experiences by documenting them with photos and stories, recording their own music, using video chatting software to communicate with loved ones, or using an app to guide playing a physical game. These types of uses are capable of deeply engaging the child, especially when an adult supports them.
Deep engagement is less likely to occur when a device is used passively. In many circumstances, minimal learning occurs when children use devices merely to consume videos on their own. However, screen time should not be the only factor when considering the value of a child’s interaction with technology since high-quality, research-based video content can lead to deep cognitive processing in the minds of young children. One way an adult can tell if a child is actively engaging with content is for an adult to watch with them (known as co-viewing) and to guide them to a deeper engagement.
Action such as swiping or pressing on devices may seem to be interactive, if the child does not intentionally learn from the experience, it is not considered to be active use. To be considered active use, the content should enable deep, cognitive processing, and allow intentional, purposeful learning at the child’s developmental level.