Entry Three

There are many ways that technology can influence children. Children have different sorts of experiences and are exposed to how things work in their world. The positive influence that technology can have on children is that they can retrieve and research information independently (Plowman & Stephen, 2013). When children have questions about the things that go on in the world around them they pose these to parents and teachers. Children can gain experience on the internet on for example how an earthquake works and how certain animals feed. Bolstad (2004) argues that digital technology is good for children when it is utilised in a way that assists them to build on the knowledge they already have. In the digital world each child can be seen as capable and “barriers are reduced” and technology strives to bring about inclusion across all children that attend early educational settings (Bolstad, 2004). Technology also helps for children to stimulate themselves independently but with the hovering of teachers every five minutes to make sure children are not getting frustrated or if they require help with digital processes of educational games. When teachers allow themselves to be educated around the safety and protection of appropriate software for children to use, it assists teacher and child when they understand the content being interacted with (Minitry of Education, 2007).

The detrimental effects that technology can have on children are that there is no limit to information they can gain from the digital world (Fleur & Jane, 2011). They will find themselves, without a knowing other, spending much time on the internet or on the technological device they have. It was about twenty years ago children would play outside all day and they were masters of imaginary games and technology is causing communication breakdown between children and their families (Bolstad, 2004). At dinner time children do not spend time with their families they would prefer to get engrossed in their tablets and even the television. Subsequently, This leads to children getting frustrated with their parents when the device has been taken away from them. When children spend perpetuated periods of time hours on the technological device it will limit their innovative thinking and it opposes the capabilities to accomplish optimum sensory and motor development (Bolstad, 2004). Children will lose interest in the centre curriculum and prefer to take part in the virtual world of educational games. When children have social issues, they will find themselves relying on the digital device because they do not see the importance of communicating with other children.

My idea on technology is that it could be a positive when used correctly. The children in my centre are allowed ten to fifteen minutes for computer use. The computer is setup with drawing tools and educational games only, so they have no internet connected to their computer. It is just for safety and protection and allow the internet be surfed alongside a teacher. Some digital software is not age-appropriate so it is in the best interest for children that their computer has no internet and which tends to capture the mind of the young (Fleur et al, 2011). That’s why the child and teacher need to work in collaboration when the child is engaging in digital technology. Teachers in that way can crack down on the time is spent and children are allowing each other to have turns (Ministry of Education, 1996).  Children need to be exposed to digital technology because that is where the world is heading and they will be at a disadvantage if they do not experience the positives of technology. When technology is used with no boundaries for children they will be thrilled by their digital technology so much they will not feel the need to make real relationships with the people around them (Ministry of Education, 1996). 

References:

Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: New Zealand Council of Educational Research.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media. 

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.  

Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2), 3-8.  

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press.