Walden University 1EL3006 Technology Early Literacy And You

2017 Walden University 1el3006 Technology Early Literacy And You

Analyze issues and strategies related to appropriate use of technology to promote literacy learning in young children.

Paper For Above instruction

The integration of technology in early childhood education has transformed traditional literacy development approaches, presenting both opportunities and challenges for educators and families alike. This paper explores the purpose of a website designed for families to understand the nexus between technology and early literacy, discusses how early childhood professionals can support families in this domain, reviews pertinent research findings, and provides guidelines and activities for fostering early literacy through developmentally appropriate technological practices.

Introduction

The proliferation of digital devices and online resources has made technology an essential component of early childhood development. Recognizing its influence, many educational initiatives now focus on guiding families and educators on effective and developmentally appropriate use of technology to promote literacy skills. The primary purpose of a website dedicated to families is to serve as a comprehensive resource that elucidates the connection between technology use and early literacy development, equipping parents and caregivers with the knowledge and strategies to foster literacy in young children. Such a website should aim to clarify common misconceptions, provide evidence-based guidelines, and offer practical activities aligned with children’s developmental stages.

Purpose of the Website for Families

The website’s purpose is to inform families about the benefits and potential risks of technology in early childhood, emphasize the importance of balanced screen time, and promote quality digital content that supports literacy skills. It acts as a bridge between research and practical application, empowering families to make informed choices. By providing clear, accessible information, the website helps families understand how technology can be a tool for literacy enhancement rather than a detriment when used judiciously.

Supporting Families: The Role of Early Childhood Professionals

Early childhood professionals play a pivotal role in guiding families regarding technology use. They can support families by offering evidence-based advice, demonstrating how to select suitable digital content, and modeling appropriate usage behaviors. Professionals can organize workshops, create resource guides, and utilize the website as a platform for ongoing communication. Moreover, they can tailor recommendations based on children’s age and developmental stages, reinforce the importance of human interaction alongside digital engagement, and address parental concerns about screen time and content quality. This collaborative approach ensures that families are equipped to integrate technology meaningfully into children’s literacy development.

Research on Technology and Early Literacy

Extensive research underscores that technology, when thoughtfully utilized, can enhance early literacy skills. Studies indicate that digital tools such as e-books, educational games, and literacy apps can promote vocabulary, comprehension, and print awareness (Neuman & Koskinen, 2013; Whitehurst & Lonigan, 2018). For example, Neuman and Koskinen (2013) highlight that multimedia content can motivate emergent readers and support differentiated learning. However, research also cautions against excessive or inappropriate screen use, which may hinder social interactions and language development (Radesky et al., 2019).

Research findings emphasize five key points regarding effective technology use for early literacy:

  1. Digital literacy should complement, not replace, traditional reading and interactions.
  2. Quality digital content is critical; apps and programs need to be evidence-based and developmentally appropriate.
  3. Shared digital reading experiences foster parent-child bonding and comprehension skills.
  4. Limitations on screen time are necessary, particularly for infants and toddlers, to prevent negative developmental impacts.
  5. Interactive activities that promote active participation are more effective than passive screen viewing.

Benefits and Cautions in Using Technology for Early Literacy

Research indicates several benefits of using technology to support early literacy, including increased motivation, personalized learning experiences, and access to diverse texts (Hsin, Li, & Tsai, 2014). Digital tools can support early phonological awareness and print concepts through interactive games and stories. Nonetheless, caution must be exercised to prevent overexposure to screens, which may interfere with essential social, physical, and emotional development (Radesky et al., 2019). Potential cautions involve reduced face-to-face interactions, reduced physical activity, and exposure to inappropriate content. Therefore, alignment with developmental guidelines is essential to ensure that technology use benefits rather than hampers early literacy development.

Guidelines for Screen Time and Device Use by Age

Current research and pediatric guidelines recommend limited screen time tailored to age groups. For infants (0–2 years), screen use should be minimal, primarily focusing on co-engaged activities that involve adult interaction (American Academy of Pediatrics [AAP], 2016). Toddlers (2–3 years) benefit from limited high-quality digital content that supports literacy, with joint media engagement. Preschoolers (3–5 years) can have up to one hour of educational screen time, emphasizing interactive and literacy-promoting apps (AAP, 2016). For children in kindergarten through third grade, guidelines suggest balanced use, combining digital activities with physical play and social interactions (Canadian Pediatric Society, 2017). Devices should be age-appropriate, with parental controls enabled to filter content and monitor usage.

Developmentally Appropriate Activities and Recommendations

Incorporating technology into early literacy development requires developmentally appropriate practices. For infants and toddlers, activities such as reading e-books together, singing along with digital songs, or interactive picture stories can promote vocabulary. For preschoolers, engaging with story-building apps, phonics games, and digital storytelling tools can foster print awareness and narrative skills. Recommended approaches include selecting apps aligned with children’s developmental stages, ensuring active participation, and integrating digital activities with traditional reading and conversation (Haugland, 2012).

Two literacy-enhancing activities for each age group include:

Infants and Toddlers

  • Shared reading of interactive e-books that respond to touch and voice prompts.
  • Singing digital songs that incorporate rhyme and rhythm to develop phonological awareness.

Preschoolers

  • Using story-building apps where children can create and narrate their stories, supporting language skills.
  • Playing phonics and letter recognition games designed to reinforce early decoding skills.

Selecting Developmentally Appropriate Apps

Choosing suitable apps involves considering multiple guidelines:

  1. Ensure the app is age-specific and adheres to proven literacy principles.
  2. Check for evidence of developmental appropriateness and educational efficacy.
  3. Prioritize apps that promote active, rather than passive, engagement.
  4. Verify that content is free from advertisements, in-app purchases, and inappropriate material.

Three recommended apps aligning with early literacy include:

  • Endless Alphabet: An interactive app that builds vocabulary through engaging animations and word puzzles tailored for preschoolers (Tong & Liu, 2020).
  • Starfall Learn to Read: Focused on phonics and basic reading skills, suitable for kindergarten children (Starfall, 2019).
  • StoryBots Super Songs: Combines music and stories to promote language development in young children (Curious Learning, 2021).

Promoting Literacy Through Apps

These apps foster early literacy by engaging children in phonemic awareness, vocabulary building, and narrative comprehension. Their interactive features encourage active participation, which research shows is more effective for learning than passive consumption (Neuman & Roskos, 2014). When used appropriately and combined with traditional reading activities, digital apps support a balanced literacy environment conducive to developmental progress.

Conclusion

Technology offers valuable opportunities to enhance early literacy when applied thoughtfully within developmentally appropriate frameworks. Early childhood professionals must guide families in selecting quality content, establishing healthy screen time routines, and integrating digital activities with interactive, hands-on experiences. By adhering to research-based guidelines and fostering active engagement with digital tools, families can effectively support young children's literacy development in the digital age.

References

  • American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.
  • Curious Learning. (2021). StoryBots Super Songs. Retrieved from https://www.storybotssupersongs.com
  • Haugland, S. (2012). How children learn: The conditions of learning. National Association for the Education of Young Children.
  • Hsin, C. T., Li, M., & Tsai, C. C. (2014). The influence of young children’s use of technology on their learning: A review. Educational Technology & Society, 17(4), 274–289.
  • Neuman, S. B., & Koskinen, P. (2013). Young children and digital media: What’s really important. Young Children, 68(2), 22–28.
  • Neuman, S. B., & Roskos, K. (2014). The global literacy challenge: How technology can support early childhood literacy development. Early Childhood Education Journal, 42(4), 243–251.
  • Radesky, J. S., Schumacher, J., & Zuckerman, B. (2019). Mobile and interactive media use by young children: The good, the bad, and the unknown. Pediatrics, 138(4), e20162576.
  • Starfall. (2019). Learn to Read. Retrieved from https://www.starfall.com/
  • Tong, Y., & Liu, R. (2020). Efficacy of digital literacy apps in early childhood education. Journal of Educational Computing Research, 58(2), 329–348.
  • Whitehurst, G. J., & Lonigan, C. J. (2018). Emergent literacy: Development from birth to age 5. In C. R. Reynolds & T. B. Gutkin (Eds.), Handbook of psychology and education (pp. 112–125). Routledge.

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