principles ICT in ECEC shortened

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Taken from "the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College" at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf

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Relacionar Columnas principles ICT in ECEC shortenedVersión en línea Taken from "the joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College" at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf por Izaskun Villarreal 1 Professional judgment is required to determine if and when a specific use of technology or media is age appropriate, individually appropriate, and culturally and linguistically appropriate. 2 Appropriate use of technology and media depends on the age, developmental level, needs, interests, linguistic background, and abilities of each child. 3 When used appropriately, technology and media can enhance children’s cognitive and social abilities 4 Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning 5 Developmentally appropriate practices must guide decisions about whether and when to integrate technology and interactive media into early childhood programs 6 Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play, and outdoor activities. 7 Developmentally appropriate teaching practices must always guide the selection of any classroom materials, including technology and interactive media. 8 Above all, the use of technology tools and interactive media should not harm children Technology and media should not replace activities such as creative play, real-life exploration, physical activity, outdoor experiences, conversation, and social interactions that are important for children’s development. Technology and media should be used to support learning, not an isolated activity, and to expand young children’s access to new content (Guernsey 2010a, 2011b). Early childhood educators always should use their knowledge of child development and effective practices to carefully and intentionally select and use technology and media if and when it serves healthy development, learning, creativity, interactions with others, and relationships. Early childhood educators are the decision makers in whether, how, what, when, and why technology and media are implemented through applying their expertise and knowledge of child development and learning, individual children’s interests and readiness, and the social and cultural contexts in which children live. Selecting appropriate technology and media for the classroom is similar to choosing any other learning material. Teachers must constantly make reflective, responsive, and intentional judgments to promote positive outcomes for each child (NAEYC 2009a). Technology and media offer opportunities to extend learning in early childhood settings in much the same way as other materials, such as blocks, manipulatives, art materials, play materials, books, and writing materials. Screen media can expose children to animals, objects, people, landscapes, activities, and places that they cannot experience in person. Children’s interactions with technology and media mirror their interactions with other play materials and include sensorimotor or practice play, make-believe play, and games with rules. Preschoolers have varying levels of ability to control technology and media, but with adult mediation they can demonstrate mastery of simple digital devices and are often seen using the tools as part of their pretend play. School-age children who are more proficient in using technology can use these tools to communicate ideas and feelings, investigate the environment, and locate information. As devices and apps become more user-friendly, younger children are becoming increasingly proficient in using technological tools to accomplish a task—making a picture, playing a game, recording a story, taking a photo, making a book, or engaging in other age-appropriate learning activities. Technology tools and interactive media are one more source of exploration and mastery. To align and integrate technology and media with other core experiences and opportunities, young children need tools that help them explore, create, problem solve, consider, think, listen and view critically, make decisions, observe, document, research, investigate ideas, demonstrate learning, take turns, and learn with and from one another. As with many things, technology and media should be used in moderation and to enhance and be integrated into classroom experiences, not to replace essential activities, experiences, and materials. Teachers must take the time to evaluate and select technology and media for the classroom, carefully observe children’s use of the materials to identify opportunities and problems, and then make appropriate adaptations. Don't automatically trust the product’s marketing material and evaluate its cost and durability The healthy cognitive, social, emotional, physical, and linguistic development of the whole child is as important in the digital age as ever. Access to technology tools and interactive media should not exclude, diminish, or interfere with children’s healthy communication, social interactions, play, and other developmentally appropriate activities with peers, family members, and teachers.

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principles ICT in ECEC shortenedVersión en línea

por Izaskun Villarreal

Professional judgment is required to determine if and when a specific use of technology or media is age appropriate, individually appropriate, and culturally and linguistically appropriate.

Appropriate use of technology and media depends on the age, developmental level, needs, interests, linguistic background, and abilities of each child.

When used appropriately, technology and media can enhance children’s cognitive and social abilities

Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning

Developmentally appropriate practices must guide decisions about whether and when to integrate technology and interactive media into early childhood programs

Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play, and outdoor activities.

Developmentally appropriate teaching practices must always guide the selection of any classroom materials, including technology and interactive media.

Above all, the use of technology tools and interactive media should not harm children

Technology and media should not replace activities such as creative play, real-life exploration, physical activity, outdoor experiences, conversation, and social interactions that are important for children’s development. Technology and media should be used to support learning, not an isolated activity, and to expand young children’s access to new content (Guernsey 2010a, 2011b). Early childhood educators always should use their knowledge of child development and effective practices to carefully and intentionally select and use technology and media if and when it serves healthy development, learning, creativity, interactions with others, and relationships.

Early childhood educators are the decision makers in whether, how, what, when, and why technology and media are implemented through applying their expertise and knowledge of child development and learning, individual children’s interests and readiness, and the social and cultural contexts in which children live. Selecting appropriate technology and media for the classroom is similar to choosing any other learning material. Teachers must constantly make reflective, responsive, and intentional judgments to promote positive outcomes for each child (NAEYC 2009a).

Technology and media offer opportunities to extend learning in early childhood settings in much the same way as other materials, such as blocks, manipulatives, art materials, play materials, books, and writing materials. Screen media can expose children to animals, objects, people, landscapes, activities, and places that they cannot experience in person.

Children’s interactions with technology and media mirror their interactions with other play materials and include sensorimotor or practice play, make-believe play, and games with rules.

Preschoolers have varying levels of ability to control technology and media, but with adult mediation they can demonstrate mastery of simple digital devices and are often seen using the tools as part of their pretend play. School-age children who are more proficient in using technology can use these tools to communicate ideas and feelings, investigate the environment, and locate information. As devices and apps become more user-friendly, younger children are becoming increasingly proficient in using technological tools to accomplish a task—making a picture, playing a game, recording a story, taking a photo, making a book, or engaging in other age-appropriate learning activities. Technology tools and interactive media are one more source of exploration and mastery.

To align and integrate technology and media with other core experiences and opportunities, young children need tools that help them explore, create, problem solve, consider, think, listen and view critically, make decisions, observe, document, research, investigate ideas, demonstrate learning, take turns, and learn with and from one another. As with many things, technology and media should be used in moderation and to enhance and be integrated into classroom experiences, not to replace essential activities, experiences, and materials.

Teachers must take the time to evaluate and select technology and media for the classroom, carefully observe children’s use of the materials to identify opportunities and problems, and then make appropriate adaptations. Don't automatically trust the product’s marketing material and evaluate its cost and durability

The healthy cognitive, social, emotional, physical, and linguistic development of the whole child is as important in the digital age as ever. Access to technology tools and interactive media should not exclude, diminish, or interfere with children’s healthy communication, social interactions, play, and other developmentally appropriate activities with peers, family members, and teachers.

principles ICT in ECEC shortened

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principles ICT in ECEC shortened

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principles ICT in ECEC shortenedVersión en línea

por Izaskun Villarreal

Professional judgment is required to determine if and when a specific use of technology or media is age appropriate, individually appropriate, and culturally and linguistically appropriate.

Appropriate use of technology and media depends on the age, developmental level, needs, interests, linguistic background, and abilities of each child.

When used appropriately, technology and media can enhance children’s cognitive and social abilities

Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning

Developmentally appropriate practices must guide decisions about whether and when to integrate technology and interactive media into early childhood programs

Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play, and outdoor activities.

Developmentally appropriate teaching practices must always guide the selection of any classroom materials, including technology and interactive media.

Above all, the use of technology tools and interactive media should not harm children