It’s hard to avoid digital technology seen as we live in the 21st century. It’s undeniably all around us.

There are many debates about digital learning and how much time children should be spending in front of a screen. Agreeably, there needs to be limitations, but at Thrive we do more than just use a screen based digital technology device, we use digital technology to enhance our teaching.

Views of Digital Learning

Traditional beliefs around digital technology are that it limits children’s social skills, language development and cognitive capabilities, and traditional beliefs proclaim children should have limited screen time. However, children today are born as digital natives, meaning they have been born into a world filled with digital technology. Phones, Tv’s, iPad, Computers, Digital screens all over a shopping mall. So really, digital technology is a natural part of early childhood.

More contemporary, the key concern is how digital technology is being used to enhance teaching and learning.

Integration of Digital Learning

Technology is part of STEM education [the ‘T’ in STEM], and therefore the use of technology supports children’s participation with stem and also prepares them for their evolving future (MacDonald & Rafferty, 2015). The Early Years Learning Framework and the Australian Curriculum support the use of digital technology holistically throughout the curriculum. Ensuring children are confident and capable of navigating digital devices will play a significant role in their participation in society when they are older.

Attitudes

Using digital technology as a teaching and learning tool comes down to the confidence and attitudes of the adults’ supporting children in using it. If you do not feel confident with digital technology, you are less likely to promote it. At Thrive we recognised this, and we ensure all our educator teams are trained in understanding how to appropriately and effectively use digital technology with children.

Integration of Digital Learning

Using Digital Technology with Children aged 3-5 years

At Thrive we use Technology to support Digital Learning, and these are some of the keyways we do it.

Allowing children to have their play filmed than letting the children watch their play, identifying things which were positive, and which were not. This will support children’s social skills, particularly their understanding of fairness, turn taking and inclusion. Through this small experience, children are able to create rules and expectations around social play and build on their own self-awareness
Project work through using the interactive whiteboard for research on key topics of the world. Research is a scientific inquiry and is essential for children’s cognitive development. Allowing children the opportunity to research with the assistance of an educator allows children the understanding of how to navigate the internet to solve problems and answer their queries. This also supports children in learning about their world through video as they can not always see the world through the service locations (e.g., volcanos, waterfalls).

Consideration of Evidence-based Research

At Thrive we use evidence-based practice to ensure we are meeting the developmental needs of children. Therefore, the two key documents we use to guide our practice with children using digital technology includes.

24-hour movement guidelines
Statement on young children and digital technology

The 24-hour movement guidelines outline the national recommendations for children aged birth- 5 years in relation to their physical activity, sedentary activity, and screen time. Using this document Thrive ensures that children are not exceeding the recommended screen time and ensure physical activity is emphasised throughout the day (Department of Health and Aged Care, 2021).

The Statement on young children and digital technology was established to support educators in making decisions regarding digital technologies in their centres.

Within the statement four key areas as emphasized with correlating principles to each area are addressed when using digital technologies. These areas are

Relationships
Health and wellbeing
Citizenship
Play and pedagogy

(ECA, 2018).

The statement outlines that “instead of working towards a one-size-fits-all approach, a contextual approach” is needed where educators work in partnership with families in making decisions about what is best for individual children. Through the use of this statement educators at Thrive have collaborative discussions with all families regarding their beliefs on digital technologies, whilst sharing how the service uses digital technologies with children in a safe and educational way.

References

MacDonald, A. & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press. (Chapter 10).

Department of Health and Aged Care. (2021). 24 Hour Movement Guidliness; For infants, toddlers and preschoolers (birth to 5 years). https://www.health.gov.au/health-topics/physical-activity-and-exercise/physical-activity-and-exercise-guidelines-for-all-australians/for-infants-toddlers-and-preschoolers-birth-to-5-years

Early Childhood Australia. (2018). Statement on young children and digital technology. https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2018/10/Digital-policy-statement.pdfensure

Undheim. (2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review. European Early Childhood Education Research Journal, 30(3), 472–489.