As such, the role of technology in the lives of children from infancy through school age is becoming more commonly integrated into an increasingly digital world- immersed every day. Nowadays, society is moving towards technological civilization; it’s essential to look at how emerging technologies can impact and influence our youngest generations. The targeted age groups are babies through school-aged children who use technology inside or outside a preschool and educational setting. Taking advantage of assigned readings and additional research, this paper will highlight various popular websites and applications for the targeted population age group, discussing if these match with current professional suggestions.
Toddler and Infants from 0-3 Years
In recent years, there has been a significant surge in the use of technology among toddlers and infants. This market has a growing number of educational apps and interactive digital media suitable for children under two years old despite the suggested recommendations from professionals who are all arrogate based on scientific grounds concerning limited screen time. Among the applications that have become famous examples are “Baby Einstein” and Fisher-Price Laugh & Learn,” which provide many interactive games and activities meticulously crafted to trigger early learning in infants.
Also, emerging technology has given rise to intelligent toys powered by sensors and connectivity features that meet infant and toddler developmental needs. These products undoubtedly mirror this trend, as with items like ‘the “Fisher-Price Smart Cycle” and VTech’s “Touch Learn Activity Desk.” Their mode of operation integrates interactive technology directly into the physical experience (Barron et al., 2011). The new kinds of toys anchor educational content multimodal, encouraging the formation and discipline in all cognitive areas: motoric and socio-emotional.
Nevertheless, despite the emergence of technology-based educational resources, it is crucial to be careful in exposing infants and toddlers to digital devices. The professional recommendations call greater attention to hands-on, true-in-life experience, which serves as a hand-in-glove with optimal cognitive and socio-emotional growth during the infancy range of toddlerhood (Gallagher et al., 2020). Although digital resources can complement early learning, they should not occur in caregivers’ interactions and natural environments.
In short, though technology augments the educational potential among infants and toddlers, there is a need always to be conscious about striking that necessary balance between online attendance and real-life engagements. Fostering beneficial interactions becomes possible when caregivers expose infants to various stimuli, enabling the holistic development of youngsters while using technology as an auxiliary rather than a primary vehicle for learning and activation.
Preschoolers (3-5 Years)
Preschool-aged children, typically within the 3 to 5 years range, find themselves increasingly immersed in technology in their homes and formal educational environments. The digital world configured for their needs has flourished with a maze of educational apps and sites such as “ABCmouse” and “PBS Kids,” offering a myriad of interactive content carefully crafted to be correlated with early learning standards. Encompassing various developmental aspects, such as literacy, numeracy, and social-emotional development, these platforms offer learners exciting ways to learn and discover themselves.
In addition, technology is deeply embedded in preschool classrooms, and interactive learning tools, including smartboards, tablets, and educational software, are now routine. These tools assist in incorporating multimedia into lessons so that the teacher may develop the most dynamic and individualized lesson plan suited to their student’s needs and interests (Gutierrez and Ventura, 2021). Technology seamlessly integrates to ensure that pre-schoolers interact with content inventively and engagingly, leading to a deep understanding of core concepts through rich learning experiences.
Notably, although technology offers several benefits in early childhood education, the issues of screen time and digital literacy competence stand indisputable. Professional advice stresses the need to balance screen and other activities and for parents to play a key role in children’s media consumption. In addition, teachers have been charged to help children develop their digital literacy to enable them to handle online tools safely and critically. Adults form the foundation of digital literacy skills for preschoolers from a young age, giving preschoolers the ability to navigate the digital environment responsibly and effectively. Hence, preschoolers have the skills to succeed in the increasingly digital world.
School-age children (6-12 Years)
However, as children age and start attending elementary and middle school, their worldview of technology expands unimaginably in academic life and entertainment. Several popular educational sites and platforms like “Khan Academy” and ‘IXL Learning’ have appeared, offering interactive tutorials and practice exercises covering various academic disciplines. These platforms are created to serve various student learning capacities and preferences, offering personalized learning options according to the needs and interests of each student.
In addition, the incorporation of programming and STEM (Science, Technology, Engineering, and Mathematics) education has seen a lot of popularity in schools’ curricula. The initiatives launched by “Scratch” and Code.org help provide resources for teaching computer programming skills to children aged six. As the students spend time doing coding activities, they learn some essential skills such as creativity in problem-solving and computational thinking; these help them cope with a world that is increasingly becoming digital.
However, while technology is advantageous in learning environments, digital citizenship and cybersecurity have become more significant. With each day, technological ubiquity becomes a reality. Any responsible-minded teacher or caregiver will imagine the need to have digital responsibility circulating in children’s minds, even when they are small. Professional recommendations stress that teaching children to behave in risky online situations and not disclose personal information is important. Educators promote digital literacy and responsibility to foster learner-centeredness to help learners act responsibly online. They also ensure that learners are well informed when participating in cyberspace, ensuring they step on the right foot or hurt others’ safety.
Technology is a platform for unparalleled progress in students learning and preparation to meet the digital era’s demands. However, other critical skills that apply to responsible citizenships on cycles that enable children to enjoy such opportunities while balancing appropriate risks of diverse mechanisms should also be acquired. Proactive learners can count on the future generation of digitally literate adults well prepared to meet new challenges in an increasingly globalized world.
Conclusion
In summary, plenty of opportunities and difficulties await educators and parents when introducing technological advancement to various groups of people across ages. Although digital resources have offered tremendous opportunities to speed up learning and prepare children for the realities of a volatile world, they may need to be used cautiously. We can drive the current professional standards across converging along with emerging technologies and moderate media use to help children realize how they should handle online content. By proceeding with proactive education and direction, we can ensure that small ones use technology by maximizing entire profit, which sets aside potential risks and challenges and preserves, producing a digitally literate generation ready to win the globalized world.
References
Barron, B., Cayton-Hodges, G., Bofferding, L., Copple, C., Darling-Hammond, L., & Levine, M. H. (2011). Take a giant step: A blueprint for teaching young children in a digital age—New York: Joan Ganz Cooney Center at Sesame Workshop.
Gallagher, D., Andres, A., Fields, D. A., Evans, W. J., Kuczmarski, R., Lowe Jr, W. L., … & Heymsfield, S. B. (2020). Body composition measurements from birth through 5 years: Challenges, gaps, and existing & emerging technologies—A National Institutes of Health Workshop. Obesity Reviews, 21(8), e13033.
Gutierrez, S. A., & Ventura, A. K. (2021). Associations between maternal technology use, infant temperament perceptions, and mother-to-infant attachment quality indicators. Early human development, 154, 105305.
Gutnick, A. L., Robb, M., Takeuchi, L., & Kotler, J. (2011). Always connected: The new digital media habits of young children. In New York: The Joan Ganz Cooney Center at Sesame Workshop.
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