3/8/2023 0 Comments Interactive media and pdf flip![]() ![]() Additional analyses suggest there may have been biases in the entries synthesized as a function of whether an entry was open access or behind an academic paywall. The data provides a substantial amount of indirect evidence that children’s interactions with technology and digital media are supportive of whole child development, especially when the content itself or something in the context did any of the following: helped children deal with frustration and/or mistakes encouraged children to take positive risks utilized digital media to facilitate empathy and awareness encouraged children’s sense of trust promoted children’s sense of self-worth engaged children’s curiosities encourages children to look and listen carefully provided opportunities for children to play and provided opportunities for children to quietly reflect-alone or near a trusted adult or peer. The majorty of the entries oriented to literacy goals or objectives (n=80) with fewer examples of science (n=36), math (n=46), or non-cognitive (n=15) oriented goals. ![]() Few examples of research and practice situated technology or media use across contexts (home, school/child care, within a community, on-the-go). For older children, support was often provided as an orientation to the task, rather than as continuous mediation of the child’s experiences. Adults were more supportive of younger children’s interactions with technology and digital media than they were of older children’s interactions. The majority of the research and practice indicated technology or digital media were being unitized or studied in home or school/child care contexts and that parents/guardians and teachers/child care providers were frequently identified as involved in children’s interactions with technology and digital media. Less than one-quarter of the entries addressed children with special rights and needs, linguistic diversity, or from homes with low socio-economic status. Results indicate there were fewer examples from research and practice related to infants and toddlers (0-3 years) than other age groups (3-8 years). From these entries, we randomly sampled 165 entries for our analyses which searched for trends related to key constructs: the child the contexts in which the the technologies or digital media were utilized the content of the digital media and the principles of learning readiness and social and emotional learning. ![]() These 595 entries all met two criteria specified: 1) pertaining to early childhood contexts, and 2) containing reference to technology or digital media. The synthesis employed a combination of snowball sampling, systematic database searches, reverse searches, and hand searches to identify 595 entries related to early childhood education and technology/digital media published 2011-2016. The framework set forth in the NAEYC and Fred Rogers Center joint position statement (2012) and Fred Rogers’ indicators of learning readiness (Rogers & Head, 1983) served as framing devices for this study and provided a core set of terms that served as a springboard for the methodology. This research report synthesizes the discussion, research, and practice around technology and media for young children since 2011-just prior to the release of the National Association for the Education of Young Children and Fred Rogers Center joint position statement in March, 2012-and is aligned with Fred Rogers’ ideas about television and how that technology and media could encourage and support whole child development. ![]()
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