This has been a hotly debated topic in research since the Information Technology era took over more specifically from the late nineties. It is also a very broad topic so this article is just going to touch on the surface.

Questions have been raised on how technology can better enhance learning experience for children from birth to eight years (early childhood development years). The pros and the cons of using technology in early childhood development and the best approaches to use technology in this age group. However, the role of technology in early childhood education, birth to age eight, is still a controversial topic even more so now.

Some Parents and educators have concerns about potential benefits or harm to young children with concerns being a mixed bag from worry of harm outweighing the benefits to others worried that children left behind in schools without technology are not prepared enough for the future.

Now with the corona virus pandemic this topic is more relevant now as parents and educators are thrown into a space where there is no option but to use technology in education. A question to also ponder on that we will try and touch on is: are children with no access to technology really left behind in this pandemic especially now with a lot of time missed on schooling and schools can be closed for longer periods if there is a surge in infections.

Also keep in mind that this is a group between zero to eight, the foundation phase of education where all the foundation for higher learning takes place.

DIFFERENT VIEWS ON THE USE OF TECHNOLOGY IN EARLY CHILDHOOD

Critics on the use of technology in education contends that it is time consuming, costly, and robs children of childhood itself by speeding up the pace and cutting down on essential learning experiences.

They are concerned that while exciting and potentially valuable things are happening with children and computers, we may not be using these tools in the best ways, or obtaining the results we expect.

They also argue that experiences and interactions with peers and adults allow young children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems.

By understanding the predispositions and learning styles that influence a child’s response to learning opportunities, adults can encourage and increase engagement across a broad spectrum. There is concern that technology takes away this crucial part of development and undermines this aspect of development almost giving technology superiority in learning. Close interaction with caring adults and engaging hands-on activities, enhance

the brain’s development.

They also argue that it is the employment of effective teaching practices that matter most, rather than the presence or absence of a particular digital tool.

Those that are for technology in early childhood education argue that the critical factor is a balanced approach to technology in learning, with

thoughtful planning to provide for the important needs of childhood.

They are convinced that there are more opportunities available to children by using technology and these are long lasting giving them a head start for future learning. They also argue that rather than harm technology enhances their experiences in play, solving problems and learning in more efficient ways compared to the traditional approach to education.

Both critics and proponents agree on the importance of the early years in a child’s physical, social- emotional, language, and cognitive development. Much of the controversy revolves around the specific needs of young children, and whether technology can support those needs, or will take away from essential developmental experiences.

Recent research on brain development has focused attention on the capabilities of young children, the stages and styles of learning, social-emotional development, and successful educational practice.

CAN TECHNOLOGY REALLY IMPROVE THE LEARNING EXPERIENCE OF CHILDREN?

This is a difficult question to answer as it depends on a lot of factors some of them being the quality of the material being taught, age appropriateness, engaging of all the senses, quality training by the educator just to touch on a few. I will put both the positives and the negatives of technology in learning so we have a balanced view.

•  Current research have found that technology when used appropriately and developmentally relevant material that meets all developmental needs is taught in early childhood children learn to create and explore and broaden their capabilities.
•  Children can now compose and record music on the computer, use programs that draw mathematical shapes on the screen, and use on-screen manipulatives to deepen mathematical understanding.
•  Talking word processing software provides immediate spoken feedback on letter names and letter combinations to novice reader/writers as they experiment with written language. These applications can also be used to help children with learning deficits.
•  The world has gone online or computerized and most careers in the future will require individuals that can navigate this virtual world so exposing young children to technology will prepare them for this reality.
•  The key is to pay attention to the quality of digital media exposure, as well as the quantity.
•  Appropriate use of technology in early childhood classrooms and in the home need to focus on enriching content that teaches vital skills and concepts, rather than mindless entertainment that displaces offline activities and social interaction.
•  The goal of educational media should be for kids to take their on-screen experiences and apply them to the real world.
•  Children from birth to age eight are learning rapidly and need activities that employ the use of all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through play and exploration. This is where the problem arises where technology takes away this important developmental aspect and some

senses are not developed for example there is a growing worry of child obesity due to children

sitting and being engaged in digital media for entertainment and no physical activities.

•  The ability to form and sustain relationships gives meaning to learning experiences. Responsive or transactional interactions provide a sense of well-being that enables children to form attachments with others and participate positively in educational activities. There is a concern that digital media takes way much of the social interactions to the extent that children can now sit together but not interacting with each other because they are busy on digital tools.
•  The argument on technology hindering language development in younger children is based on the fact that language empowers children to participate both cognitively and affectively to stimuli and others in the environment and as much as technology helps with language it cannot replace the value and experience of actual physical interactions with others. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.
•  The variety of rich experiences that promote early literacy, including conversations with caring adults, storytelling, drawing and painting, and pretend play is critical in the development of both oral and written language. Critics express concerns on technology that it leads to social isolation – children having a preference of gadgets other than social play leading to poor social skills.
•  There is a high risk of exposure to inappropriate content on digital tools if children are not monitored and guided.
•  Programs at school or parents at home that focus on providing hardware – computers, tablets, mobiles – to children tend to be effective in increasing the use of computers and computer skills. However, the impact on learning outcomes is more mixed, many studies have shown that simply providing children with devices does not lead to learning gains. We have experienced this particular problem in South Africa where the government rolled out tablets and computers in schools and a few years later we are still to see the gains. In conclusion to answer the questions we posed in the very beginning whether children with no access to technology in education are left behind during the pandemic or not and if they are not well prepared for the future – It is not black and white – I know I am being too careful in my narrative since I am merely scratching on the surface. Yes they can be left behind, forget learned material because of lack of practise and missing out on new learning opportunities. They might even have to repeat a grade. As much as some parents and caregivers are capable of facilitating learning in the home using the traditional method even in this set up they still employ the use of technology – the pandemic has already seen a large number of families opting for homeschooling. On the lifelong effects of the lack of access to technology, we unfortunately cannot run away from the fact that we have entered the digital era, children, parents and educators alike need to have knowledge of how to navigate digital media spaces safely and in ways that are productive. The world around us has become computerized and we need to adapt.

Talent Adamson Behaviour Therapist

BA (Health and Social Services) Applied Psychology,

BA Hon (HSS) Psychological Counselling – (UNISA)