ERIC Number: EJ1044096
Record Type: Journal
Publication Date: 2014
Reference Count: 31
Revisiting the Early Use of Technology: A Critical Shift from "How Young Is Too Young?" to "How Much Is 'Just Right'?"
Lentz, C. Lorelle; Seo, Kay Kyeong-Ju; Gruner, Bridget
Dimensions of Early Childhood, v42 n1 p15-23 2014
The conversation about young children and their use of technology has dramatically changed over the past ten years in the early childhood education community and in the general public. It appears the debate has moved forward from the question posed by Vail (2001) in her article titled, "How Young Is Too Young? When It Comes to Computer Use, Reasonable People Disagree." Cautions about technology use with young children provide important guidance (American Academy of Pediatrics, 2011), but it is also evident that technology use with young children is expanding rapidly (Kaiser Foundation, 2010). Therefore, the more important question for educators to ask and answer should be, "How much technology use by young children is 'just right'?" Much as Goldilocks went through trial and error finding the porridge, chair, and bed that was "just right," it may be some time before the answer to this question is clearly agreed upon. Using knowledge about appropriate practices with young children will help guide the search for these important answers.
Descriptors: Technology Uses in Education, Preschool Children, Preschool Education, Emergent Literacy, Mathematics Instruction, Handheld Devices, Computer Games, Play, Safety, Child Health, Physical Activities, Outdoor Education, Interpersonal Competence, Interpersonal Relationship, Sensory Experience, Child Development, Childhood Needs
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail: firstname.lastname@example.org; Web site: http://www.southernearlychildhood.org/publications.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A