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p ositions tat ement adopted january 2012 a 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 technology and interactive media as tools in early childhood programs serving children from birth through age 8 elevision was once the newest technology in our homes and then came videos and computers today s children are growing up in a rapidly changing digital age that is far different from that of their parents and grandparents a variety of technologies are all around us in our homes offices and schools when used wisely technology and media can support learning and relationships enjoyable and engaging shared experiences that optimize the potential for children s learning and development can support children s relationships both with adults and their peers thanks to a rich body of research we know much about how young children grow learn play and develop there has never been a more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new t media when the inteinteractive media refers to digital gration of technology and interactive media and analog materials including softin early childhood ware programs applications apps programs is built broadcast and streaming media some upon solid developchildren s television programming mental foundations e-books the internet and other forms and early childhood of content designed to facilitate active professionals are aware of both the and creative use by young children and challenges and the to encourage social engagement with opportunities educaother children and adults tors are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child this statement is intended primarily to provide guidance to those working in early childhood education programs serving children from birth through age 8 although not developed as a guide for families in the selection and use of technology and interactive media in their homes the information here may be helpful to inform such decisions naeyc and the fred rogers center do not endorse or recommend software hardware curricula or other materials 1

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this 2012 position statement reflects the ever-changing digital age and provides guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children s cognitive social emotional physical and linguistic development in this position statement the definition of technology tools encompasses a broad range of digital devices such as computers tablets multitouch screens interactive whiteboards mobile devices cameras dvd and music players audio recorders electronic toys games e-book readers and older analog devices still being used such as tape recorders vcrs vhs tapes record and cassette players light tables projectors and microscopes throughout the process of researching and writing this position statement we have been guided by the legacy of fred rogers by appropriately and intentionally using the technology of his day broadcast television to connect with each individual child and with parents and families fred rogers demonstrated the positive potential of using technology and media in ways that are grounded in principles of child development printed word the shift to new media literacies the term digital literacy is and the need for digital used throughout this statement literacy that encomto encompass both technology passes both technology and media literacy and media literacy will continue to shape the world in which young children are developing and learning linebarger piotrowski 2009 flewitt 2011 alper n.d the prevalence of electronic media in the lives of young children means that they are spending an increasing number of hours per week in front of and engaged with screens of all kinds including televisions computers smartphones tablets handheld game devices and game consoles common sense media 2011 the distinction among the devices the content and the user experience has been blurred by multitouch screens and movement-activated technologies that detect and respond to the child s movements with guidance these various technology tools can be harnessed for learning and development without guidance usage can be inappropriate and/or interfere with learning and development there are concerns about whether young children should have access to technology and screen media in early childhood programs several professional and public health organizations and child advocacy groups concerned with child development and health issues such as obesity have recommended that passive noninteractive technology and screen media not be used in early childhood programs and that there be no screen time for infants and toddlers naeyc and the fred rogers center are also concerned about child development and child health issues and have considered them carefully when developing this position statement statement of the issues technology and interactive media are here to stay young children live in a world of interactive media they are growing up at ease with digital devices that are rapidly becoming the tools of the culture at home at school at work and in the community kerawalla crook 2002 calvert et al 2005 national institute for literacy 2008 buckleitner 2009 lisenbee 2009 berson berson 2010 chiong shuler 2010 couse chen 2010 rideout lauricella wartella 2011 technology tools for communication collaboration social networking and user-generated content have transformed mainstream culture in particular these tools have transformed how parents and families manage their daily lives and seek out entertainment how teachers use materials in the classroom with young children and communicate with parents and families and how we deliver teacher education and professional development rideout vandewater wartella 2003 roberts foehr 2004 rideout hamel 2006 rideout 2007 foundation for excellence in education 2010 gutnick et al 2010 barron et al 2011 jackson 2011a 2011b wahi et al 2011 the pace of change is so rapid that society is experiencing a disruption almost as significant as when there was a shift from oral language to print literacy and again when the printing press expanded access to books and the non-interactive media include certain television programs videos dvds and streaming media now available on a variety of screens noninteractive technology tools and media are not included in the definition and description of effective and appropriate use in this statement unless they are used in ways that promote active engagement and interactions noninteractive media can lead to passive viewing and overexposure to screen time for young children and are not substitutes for interactive and engaging uses of digital media or for interactions with adults and other children 2

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the american academy of pediatrics 2009 2010 2011a 2011b and the white house task force on childhood obesity 2010 discourage any amount or type of screen media and screen time for children under 2 years of age and recommend no more than one to two hours of total screen time per day for children older than 2 funk et al 2009 campaign for a commercial-free childhood 2010 the early childhood obesity prevention policies birch parker burns 2011 institute of medicine of the national academies 2011 recommend that child care settings limit screen time including television videos digital media video games mobile media cell phones and the internet for preschoolers age 2 through 5 to fewer than 30 minutes per day for children in half-day programs or less than one hour per day for those in full-day programs the report further encourages professionals to work with parents to limit screen time to fewer than two hours per day for children age 2 through 5 these recommendations to limit children s exposure to screen time are related to two factors potentially contributing to early childhood obesity the food and beverage marketing that children may experience when they are watching television or interacting with other media and the amount of overall screen time to which they are exposed birch parker burns 2011 institute of medicine of the national academies 2011 the let s move child care initiative recommends that caregivers allow no screen time for children under 2 years of age for children 2 and older caregivers are encouraged to limit screen time to no more than 30 minutes per week during child care and parents and caregivers are advised to work together to limit children to one to two hours of quality screen time per day schepper 2011 white house 2011 early childhood educators need to be aware of all these concerns and understand the critical role that they as educators play in mediating technology and media use and screen time for young children all screens are not created equal the proliferation of digital devices with screens means that the precise meaning of screen time is elusive and no longer just a matter of how long a young child watches television videos or dvds time spent in front of a television screen is just one aspect of how screen time needs to be understood and measured children and adults now have access to an ever-expanding selection of screens on computers tablets smartphones handheld gaming devices portable video players digital cameras video recorders and more screen time is the total amount of time spent in front of any and all of these screens common sense media 2011 guernsey 2011c as digital technology has expanded in scope beyond linear non-interactive media to include interactive options it is evident that each unique screen demands its own criteria for best usage kleeman 2010 the challenge for early childhood educators is to make informed choices that maximize learning opportunities for children while managing screen time and mediating the potential for misuse and overuse of screen media even as these devices offer new interfaces that increase their appeal and use to young children there is conflicting evidence on the value of technology in children s development educators and parents have been cautioned about the negative impact of background television kirkorian et al 2009 aap 2011b passive use of screen media aap 2011b and the relationship between media use and child obesity white house task force on childhood obesity 2010 birch parker burns 2011 schepper 2011 possible negative outcomes have been identified such as irregular sleep patterns behavioral issues focus and attention problems decreased academic performance negative impact on socialization and language development and the increase in the amount of time young children are spending in front of screens cordes miller 2000 appel o gara 2001 christakis et al 2004 anderson pempek 2005 rogow 2007 vandewater et al 2007 brooks-gunn donahue 2008 common sense media 2008 2011 lee bartolic vandewater 2009 campaign for a commercial-free childhood 2010 deloache et al 2010 tomopoulos et al 2010 aap 2011a 2011b however research findings remain divided and therefore can be confusing to educators and parents some children s media researchers have found no evidence to support the belief that screen media are inherently harmful the evidence from public broadcasting s ready to learn initiative suggests that when television shows and electronic resources have been carefully designed to incorporate what is known about effective reading instruction they serve as positive and powerful tools for teaching and learning pasnik et al 2007 neuman newman dwyer 2010 corporation for public broadcasting 2011 similarly wainwright and linebarger 2006 concluded that while critics have issued many warnings against television and computers and their negative effects on children s learning the most logical conclusion to be drawn from the existing scholarly literature is that it is the educational content that matters not the format in which it is presented wainwright linebarger 2006 in short there are some educationally valuable television shows websites and other digital media and there are some that are less valuable or even educationally worthless the amount of time children spend with technology and media is important christakis garrison 2009 vandewater lee 2009 tandon et al 2011 but how children spend time with technology must also be taken into account when 3

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determining what is effective and appropriate christakis garrison 2009 tandon et al 2011 the impact of technology is mediated by teachers use of the same developmentally appropriate principles and practices that guide the use of print materials and all other learning tools and content for young children van scoter ellis railsback 2001 clements sarama 2003a plowman stephen 2005 2007 the appeal of technology can lead to inappropriate uses in early childhood settings technology and media are tools that are effective only when used appropriately the appeal of technology and the steady stream of new devices may lead some educators to use technology for technology s sake rather than as a means to an end technology should not be used for activities that are not educationally sound not developmentally appropriate or not effective electronic worksheets for preschoolers for example passive use of technology and any type of screen media is an inappropriate replacement for active play engagement with other children and interactions with adults digitally literate educators who are grounded in child development theory and developmentally appropriate practices have the knowledge skills and experience to select and use technology tools and interactive media that suit the ages and developmental levels of the children in their care and they know when and how to integrate technology into the program effectively educators who lack technology skills and digital literacy are at risk of making inappropriate choices and using technology with young children in ways that can negatively impact learning and development issues of equity and access remain unresolved the potential of technology and interactive media to positively influence healthy growth and development makes it important for early childhood educators to carefully consider issues of equity and access when they select use integrate and evaluate technology and media early childhood educators have an opportunity to provide leadership in assuring equitable access to technology tools and interactive media experiences for the children parents and families in their care in the early 1960s head start and other early childhood programs targeted the differences in access to print media for children from differing economic backgrounds today educators face similar challenges with regard to technology tools media and broadband access to the internet children growing up in affluent families more often have access to technology tools and broadband connections to the internet in their homes begin using the internet at an early age and have highly developed technology skills and beginning digital literacy when they enter school children in families with fewer resources may have little or no access to the latest technologies in their homes early childhood settings schools or communities becker 2000 burdette whitaker 2005 calvert et al 2005 national institute for literacy 2008 cross woods schweingruber 2009 common sense media 2011 young children need opportunities to develop the early technology-handling skills associated with early digital literacy that are akin to the book-handling skills associated with early literacy development national institute for literacy 2008 the international society for technology in education 2007 recommends basic skills in technology operations and concepts by age 5 early childhood settings can provide opportunities for exploring digital cameras audio and video recorders printers and other technologies to children who otherwise might not have access to these tools educators should also consider the learning and creative advantage that high-quality interactive media can bring to children especially when combined with skillful teaching and complementary curriculum resources that work together to accelerate learning and narrow the achievement gap between children from low-income families and their more affluent peers when educators appropriately integrate technology and interactive media into their classrooms equity and access are addressed by providing opportunities for all children to participate and learn judge puckett cabuk 2004 cross woods schweingruber 2009 in such an environment accommodations are made for children with special needs to use technology independently hasselbring glaser 2000 and technology strategies to support dual language learners are in place issues of equity and access also have implications for early childhood professionals and policymakers some early childhood educators face the same challenges in their own access to technology tools and internet broadband at work or home as do the families of children in their care research and awareness of the value of technology tools and interactive media in early childhood education need to be shared with policy makers who are interested in issues of access and equity for children parents families and teachers 4

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the position it is the position of naeyc and the fred rogers center that technology and interactive media are tools that can promote effective learning and development when they are used intentionally by early childhood educators within the framework of developmentally appropriate practice naeyc 2009a to support learning goals established for individual children the framework of developmentally appropriate practice begins with knowledge about what children of the age and developmental status represented in a particular group are typically like this knowledge provides a general idea of the activities routines interactions and curriculum that should be effective each child in the particular group is then considered both as an individual and within the context of that child s specific family community culture linguistic norms social group past experience including learning and behavior and current circumstances www.naeyc.org/dap/core retrieved february 2 2012 children s experiences with technology and interactive media are increasingly part of the context of their lives which must be considered as part of the developmentally appropriate framework to make informed decisions regarding the intentional use of technology and interactive media in ways that support children s learning and development early childhood teachers and staff need information and resources on the nature of these tools and the implications of their use with children naeyc and the fred rogers center offer the following principles to guide the use of technology and interactive media in early childhood programs degrading dangerous exploitative or intimidating to children this includes undue exposure to violence or highly sexualized images naeyc 1994 aap 2009 just as early childhood educators always have been encouraged and advised to monitor and apply the latest research findings in areas such as health and child development so too should they continually monitor and assess research findings on emerging issues related to technology including 3d vision and eye health exposure to electromagnetic fields and radiation from cellular phones emr policy institute 2011 toxins from lead paint or batteries choking hazards involving small parts child obesity screen time or any other potentially harmful physiological or developmental effects or side effects related to the use of technology developmentally appropriate practices must guide decisions about whether and when to integrate technology and interactive media into early childhood programs appropriate technology and media use balances and enhances the use of essential materials activities and interactions in the early childhood setting becoming part of the daily routine anderson 2000 van scoter ellis railsback 2001 copple bredekamp 2009 naeyc 2009a 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 for infants and toddlers responsive interactions between adults and children are essential to early brain development and to cognitive social emotional physical and linguistic development naeyc and the fred rogers center join the public health community in discouraging the use of screen media for children under the age of 2 in early childhood programs recognizing that there may be appropriate uses of technology for infants and toddlers in some contexts for example viewing digital photos participating in skype interactions with loved ones co-viewing e-books and engaging with some interactive apps educators should limit the amount of screen time and as with all other experiences and activities with infants and toddlers ensure that any use of technology and media serves as a way to strengthen adult-child relationships 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 this is especially true for those working with infants and toddlers principles to guide the appropriate use of technology and interactive media as tools in early childhood programs serving children from birth through age 8 above all the use of technology tools and interactive media should not harm children 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 technology and media should never be used in ways that are emotionally damaging physically harmful disrespectful 5

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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 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 the adult s role is critical in making certain that thoughtful planning careful implementation reflection and evaluation all guide decision making about how to introduce and integrate any form of technology or media into the classroom experience 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 developmentally appropriate teaching practices must always guide the selection of any classroom materials including technology and interactive media 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 they must be willing to learn about and become familiar with new technologies as they are introduced and be intentional in the choices they make including ensuringg that content is developmentally appropriate and that it communicates anti-bias messages when selecting technology and media for children teachers should not depend on unverifiable claims included in a product s marketing material in the selection process program directors and teachers should consider the allocation of limited resources and cost effectiveness including initial cost the ongoing costs of updating and upgrading hardware and software and other nonspecified costs such as additional items needed to use the product other considerations include durability for active use by young children and replacement costs if the device is dropped or damaged incentives for children to use the product or buy more products from the vendor should be reviewed and considered carefully if developers and publishers of technology and media commit to using research-based information in the development marketing and promotion of their products the selection of technology and interactive media tools will be less driven by commercial concerns and will become less mysterious and easier to choose for teachers and parents buckleitner 2011a fred rogers center n.d appropriate use of technology and media depends on the age developmental level needs interests linguistic background and abilities of each child there is a developmental progression in children s use of tools and materials typically moving from exploration to mastery and then to functional subordination using the tools to accomplish other tasks anecdotal evidence suggests this same progression is evident in the ways that children interact with technology tools children need time to explore the functionality of technology before they can be expected to use these tools to communicate just as we encourage children to use crayons and paper well before we expect them to write their names it seems reasonable to provide access to technology tools for exploration and experimentation certainly most technology and media are inappropriate for children from birth to age 2 at the time of this writing and there has been no documented association between passive viewing of screen media and specific learning outcomes in infants and toddlers schmidt et al 2009 infants and toddlers need responsive interactions with adults yet mobile multitouch screens and newer technologies have changed the way our youngest children interact with images sounds and ideas buckleitner 2011b infant caregivers must be sure that any exposure to technology and media is very limited that it is used for exploration and includes shared joint attention and language-rich interactions and that it does not reduce the opportunities for tuned-in and attentive interactions between the child and the caregiver 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 harness 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 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 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 criti 6

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cally make decisions observe document research investigate ideas demonstrate learning take turns and learn with and from one another effective technology tools connect on-screen and offscreen activities with an emphasis on co-viewing and coparticipation between adults and children and children and their peers takeuchi 2011 these tools have the potential to bring adults and children together for a shared experience rather than keeping them apart for example a caregiver may choose to read a story in traditional print form as an interactive e-book on an electronic device or both when experienced in the context of human interaction these different types of engagements with media become very similar early book reading and other joint adult-child exploration can include co-viewing and co-media engagement growing concerns that television viewing and computer games are taking time away from physical activities and outdoor play can be offset by the use of technology and interactive media that encourage outdoor exploration and documentation of nature or that integrate physical activity and encourage children to get up and be mobile rather than sit passively in front of a screen technology and media are just two of the many types of tools that can be used effectively and appropriately with young children in the classroom 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 when used appropriately technology and media can enhance children s cognitive and social abilities 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 technology can also help children save document revisit and share their real-life experiences through images stories and sounds the active appropriate use of technology and media can support and extend traditional materials in valuable ways research points to the positive effects of technology in children s learning and development both cognitive and social haugland 1999 2000 freeman somerindyke 2001 heft swaminathan 2002 clements sarama 2003a 2003b fischer gillespie 2003 rideout vandewater wartella 2003 greenfield 2004 kirkorian wartella anderson 2008 linebarger piotrowski lapierre 2009 adams 2011 additional research is needed to confirm the positive outcomes of technology tools on children s language and vocabulary development logical-mathematical understanding problem-solving skills self-regulation and social skills development interactions with technology and media should be playful and support creativity exploration pretend play active play and outdoor activities play is central to children s development and learning 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 therefore young children need opportunities to explore technology and interactive media in playful and creative ways appropriate experiences with technology and media allow children to control the medium and the outcome of the experience to explore the functionality of these tools and to pretend how they might be used in real life increasingly educational media producers are exploring the learning power of interactive games and collaborative play involving children and their family members or teachers digital games fall into a similar category as board games and other self-correcting learning activities with the same opportunities and cautions related to children s developmental stages technology tools can help educators make and strengthen home­school connections with technology becoming more prevalent as a means of sharing information and communicating with one another early childhood educators have an opportunity to build stronger relationships with parents and enhance family engagement early childhood educators always have had a responsibility to support parents and families by sharing knowledge about child development and learning technology tools offer new opportunities for educators to build relationships maintain ongoing communication and exchange information and share online resources with parents and families likewise parents and families can use technology to ask questions seek advice share information about their child and feel more engaged in the program and their child s experiences there technology tools such as smartphones mobile devices and apps offer new and more affordable ways for busy family members to communicate connect to the internet and access information and social media tools to stay in touch with their families and their child s teachers and caregivers internet-based communication tools offer new opportunities for video calling and conferencing when face-to-face meetings are not possible these same technology tools can connect children to other family members who live at a distance as they do for young children educators have a 7

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responsibility to parents and families to model appropriate effective and positive uses of technology media methods of communication and social media that are safe secure healthy acceptable responsible and ethical technology tools can support the ways educators measure and record development document growth plan activities and share information with parents families and communities teachers can use digital portfolios that include photographs as well as audio and video recordings to document archive and share a child s accomplishments and developmental progression with families in face-to-face conferences or through communication and social media tools displaying photos in the classroom of children s drawings or block buildings along with narratives dictated by the children or explanations of why these types of play are important can help families understand the critical role of play in early childhood development sending weekly monthly or even daily updates through social media or e-mail can help families feel more connected to their children and their activities away from home inviting children to take a picture of something they have done and helping them upload the photo to a file that can be e-mailed promote children s understanding of ways to communicate with others while also contributing to their learning more about the functions of reading and writing most educators understand the value of writing down or recording notes that a child may want to give to parents using e-mail educational texting or other communication tools demonstrates the same concept about communication and helps to build digital literacy skills at the same time if information is stored on a computer the photos and notes can be printed and given to families who do not use technology to send or receive messages edutopia 2010 modeling the effective use of technology and interactive media for parent communication and family engagement also creates opportunities to help parents themselves become better informed empowers them to make responsible choices about technology use and screen time at home engages them as teachers who can extend classroom learning activities into the home and encourages co-viewing coparticipation and joint media engagement between parents and their children stevens penuel 2010 takeuchi 2011 technology and media can enhance early childhood practice when integrated into the environment curriculum and daily routines successful integration of technology and media into early childhood programs involves the use of resources such as computers digital cameras software applications and the internet in daily classroom practices edutopia 2007 technology and young children interest forum 2008 hertz 2011 true integration occurs when the use of technology and media becomes routine and transparent when the focus of a child or educator is on the activity or exploration itself and not on the technology or media being used technology integration has been successful when the use of technology and media supports the goals of educators and programs for children provides children with digital tools for learning and communicating and helps improve child outcomes edutopia 2007 careful evaluation and selection of materials are essential in early childhood settings for example one of the earliest and most familiar technologies in early childhood settings is froebel s use of blocks montessori materials are another example of what we consider to be traditional early childhood supplies felt-tipped markers brought a new way for children to explore graphic representation that fell somewhere between paintbrushes and crayons as the lives of children parents families and educators are infused with technology and media early childhood classrooms can benefit from the possibilities of extending children s learning through judicious use of these tools as part of the overall classroom plan technology and interactive media should be used in ways that support existing classroom developmental and educational goals rather than in ways that distort or replace them for example drawing on a touch screen can add to children s graphic representational experiences manipulating colorful acetate shapes on a light table allows children to explore color and shape these opportunities should not replace paints markers crayons and other graphic art materials but should provide additional options for self-expression with a focus on technology and interactive media as tools not as ends in and of themselves teachers can avoid the passive and potentially harmful use of non-interactive linear screen media that is inappropriate in early childhood settings intentionality is key to developmentally appropriate use one must consider whether the goals can be more easily achieved using traditional classroom materials or whether the use of particular technology and interactive media tools actually extends learning and development in ways not possible otherwise exciting new resources in today s technology-rich world such as 3d-rendered collaborative games and immersive world environments represent the next frontier in digital learning for our youngest citizens leaving it to talented educators and caring adults to determine how best to leverage each new technology as an opportunity for children s learning in ways that are developmentally appropriate careful evaluation and selection of materials is essential for the appropriate integration of technology and media in early childhood settings 8

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assistive technology must be available as needed to provide equitable access for children with special needs for children with special needs technology has proven to have many potential benefits technology can be a tool to augment sensory input or reduce distractions it can provide support for cognitive processing or enhancing memory and recall the variety of adaptive and assistive technologies ranges from low-tech toys with simple switches to expansive high-tech systems capable of managing complex environments when used thoughtfully these technologies can empower young children increasing their independence and supporting their inclusion in classes with their peers with adapted materials young children with disabilities can be included in activities in which they once would have been unable to participate by using assistive technology educators can increase the likelihood that children will have the ability to learn move communicate and create technology has supported inclusive practices in early childhood settings by providing adaptations that allow children with disabilities to participate more fully augmentative communication devices switches and other assistive devices have become staples in classrooms that serve children with special needs yet with all of these enhanced capabilities these technologies require thoughtful integration into the early childhood curriculum educators must match the technology to each child s unique needs learning styles and individual preferences behrmann 1998 muligan 2003 sadao robinson 2010 it is critically important that all early childhood teachers understand and are able to use any assistive technologies that are available to children with special needs in their classrooms and to extend similar or comparable technology and media-based opportunities to other children in their classrooms technology tools can be effective for dual language learners by providing access to a family s home language and culture while supporting english language learning research has shown that access to information in the home language contributes to young children s progress both in their home language and in english espinosa 2008 digital technologies allow teachers to find culturally and linguistically appropriate stories games music and activities for every child when there may be no other way to obtain those resources uchikoshi 2006 nemeth 2009 because every child needs active practice in the four domains of language and literacy speaking listening writing and reading technology resources should support active learning conversation exploration and self-expression technology should be used as a tool to enhance language and literacy but it should not be used to replace personal interactions the role of language in developing self-esteem and social skills must also be considered in making technology plans for diverse classrooms digital technologies can be used to support home languages by creating stories and activities when programs lack the funds to purchase them or when languages are hard to find technology can be used to explore the cultures and environments that each child has experienced and it allows children to communicate with people in their different countries of origin technology may be needed to adapt existing materials for example by adding new languages to classroom labels translating key words in books and games or providing models for the writing area with technology adults and children can hear and practice accurate pronunciations so they can learn one another s languages if teachers do not speak a child s language they may use technology to record the child s speech for later translation and documentation of the child s progress as linguistic and cultural diversity continues to increase early childhood educators encounter a frequently changing array of languages appropriate sensitive use of technology can provide the flexibility and responsiveness required to meet the needs of each new child and ensure equitable access for children who are dual language learners nemeth 2009 digital literacy is essential to guiding early childhood educators and parents in the selection use integration and evaluation of technology and interactive media technology and media literacy are essential for the adults who work with young children the prevalence of technology and media in the daily lives of young children and their families in their learning and in their work will continue to increase and expand in more ways than we can predict early childhood educators need to understand that technology and media-based materials can vary widely in quality and they must be able to effectively identify products that help rather than hinder early learning naeyc 2009a for the adults who work with young children digital literacy includes both knowledge and competence educators need the understanding skills and ability to use technology and interactive media to access information communicate with other professionals and participate in professional development to improve learning and prepare young children for a lifetime of technology use digital and media literacy for educators means that they have the knowledge and experience to think critically about the selection analysis use and evaluation of technology and media for young children in order to evaluate their impact on learning and development digital and media literacy for children means having critical viewing listening and webbrowsing skills children learn to filter the messages they receive to make wise choices and gain skills in effectively 9

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using technology and technology and media-based information namle 2007 rogow scheibe 2007 iste 2008a 2008b center for media literacy 2010 hobbs 2010 these habits of inquiry transfer to all areas of the curriculum and to lifelong learning using technology to support practice and enhance learning requires professional judgment about what is developmentally and culturally appropriate hobbs 2010 early childhood educators who are informed intentional and reflective use technology and interactive media as additional tools for enriching the learning environment they choose technology technology-supported activities and media that serve their teaching and learning goals and needs they align their use of technology and media with curriculum goals a child-centered and play-oriented approach hands-on exploration active meaning making and relationship building technology and young children interest forum 2008 they ensure equitable access so that all children can participate they use technology as a tool in child assessment and they recognize the value of these tools for parent communication and family engagement they model the use of technology and interactive media as professional resources to connect with colleagues and continue their own educational and professional development digital citizenship is an important part of the term digital citizenship digital literacy for young refers to the need for adults and children digital citizenchildren to be responsible digital ship in the context of early childhood programs citizens through an understanding refers to the need for of the use abuse and misuse of adults to help children technology as well as the norms develop an emerging of appropriate responsible and understanding of the use ethical behaviors related to online misuse and abuse of techrights roles identity safety secunology and the norms of appropriate responsible rity and communication and ethical behaviors related to online rights roles identity safety security and communication adults have a responsibility to protect and empower children to protect them in a way that helps them develop the skills they need to ultimately protect themselves as they grow and to help children learn to ask questions and think critically about the technologies and media they use adults have a responsibility to expose children to and to model developmentally appropriate and active uses of digital tools media and methods of communication and learning in safe healthy acceptable responsible and socially positive ways young children need to develop knowledge of and experiences with technology and media as tools to differentiate between appropriate and inappropriate uses and to begin to understand the consequences of inappropriate uses issues of cyber safety the need to protect and not share personal information on the internet and to have a trusted adult to turn to are all aspects of a child s emerging digital citizenship that can begin with technology and media experiences in the early years children need to be protected by educators and parents against exploitation for commercial purposes a child s image should never be used online without parental consent iste 2007 digital citizenship also includes developing judgment regarding appropriate use of digital media children and adults need to be able to find and choose appropriate and valid sources resources tools and applications for completing a task seeking information learning and entertainment early childhood educators need training professional development opportunities and examples of successful practice to develop the technology and media knowledge skills and experience needed to meet the expectations set forth in this statement in recent years smartphones tablets apps game consoles and handheld game devices streaming media and social media have found their way into the personal and professional lives of early childhood educators into early childhood programs serving young children parents and families and into the homes of young children donohue 2010a 2010b simon donohue 2011 early childhood educators parents and families need guidance to make informed decisions about how to support learning through technology and interactive media which technology and media tools are appropriate when to integrate technology and media into an early childhood setting and at home how to use these tools to enhance communication with parents and families and how to support digital and media literacy for parents and children to realize the principles and recommendations of this statement early childhood educators must be supported with quality preparation and professional development early childhood educators need available affordable and accessible professional development opportunities that include in-depth hands-on technology training ongoing support and access to the latest technology tools and interactive media appel o gara 2001 guernsey 2010b 2011a barron et al 2011 educators must be knowledgeable and prepared to make informed decisions about how and when to appropriately select use integrate and evaluate technology and 10

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media to meet the cognitive social emotional physical and linguistic needs of young children educators also need to be knowledgeable enough to answer parents questions and steer children to technology and media experiences that have the potential to exert a positive influence on their development barron et al 2011 guernsey 2011b 2011c takeuchi 2011 teaching in the age of digital learning also has implications for early childhood teacher educators in how they integrate technology tools and interactive media in the on-campus and online courses they teach how well they prepare future early childhood teachers to use technology and media intentionally and appropriately in the classroom with young children and how well future teachers understand and embrace their role with parents and families naeyc 2009b rosen jaruszewicz 2009 barron et al 2011 teacher educators need to provide technologymediated and online learning experiences that are effective engaging and empowering and that lead to better outcomes for young children in the classroom this requires knowledge of how adults learn and of how technology can be used effectively to teach teachers naeyc 2009b barron et al 2011 current and future early childhood educators also need positive examples of how technology has been selected used integrated and evaluated successfully in early childhood classrooms and programs to implement the principles and recommended practices contained in this statement educators need access to resources and online links videos and a professional community of practice in which promising examples and applications of emerging technologies and new media can be demonstrated shared and discussed research is needed to better understand how young children use and learn with technology and interactive media and also to better understand any short and longterm effects the established body of research and literature on the effects of television viewing and screen time on young children while foundational does not adequately inform educators and parents about the effects of multiple digital devices each with its own screen as multitouch technologies and other emerging user interface possibilities become more affordable and available new research is needed on what young children are able to do and how these tools and media can be integrated in a classroom research-based evidence about what constitutes quality technology and interactive media for young children is needed to guide policy and inform practice and to ensure that technology and media tools are used in effective engaging and appropriate ways in early childhood programs recommendations naeyc and the fred rogers center recommend that early childhood educators 1 select use integrate and evaluate technology and interactive media tools in intentional and developmentally appropriate ways giving careful attention to the appropriateness and the quality of the content the child s experience and the opportunities for co-engagement provide a balance of activities in programs for young children recognizing that technology and interactive media can be valuable tools when used intentionally with children to extend and support active hands-on creative and authentic engagement with those around them and with their world prohibit the passive use of television videos dvds and other non-interactive technologies and media in early childhood programs for children younger than 2 and discourage passive and non-interactive uses with children ages 2 through 5 limit any use of technology and interactive media in programs for children younger than 2 to those that appropriately support responsive interactions between caregivers and children and that strengthen adult-child relationships carefully consider the screen time recommendations from public health organizations for children from birth through age 5 when determining appropriate limits on technology and media use in early childhood settings screen time estimates should include time spent in front of a screen at the early childhood program and with input from parents and families at home and elsewhere provide leadership in ensuring equitable access to technology and interactive media experiences for the children in their care and for parents and families 2 3 4 5 6 summary this statement provides general guidance to educators on developmentally appropriate practices with technology and interactive media it is the role and responsibility of the educator to make informed intentional and appropriate choices about if how and when technology and media are used in early childhood classrooms for children from birth through age 8 technology and interactive media should 11

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not replace other beneficial educational activities such as creative play outdoor experiences and social interactions with peers and adults in early childhood settings educators should provide a balance of activities in programs for young children and technology and media should be recognized as tools that are valuable when used intentionally with children to extend and support active hands-on creative and authentic engagement with those around them and with their world educators should use professional judgment in evaluating and using technology and media just as they would with any other learning tool or experience and they must emphasize active engagement rather than passive noninteractive uses to achieve balance in their programs and classrooms they should weigh the costs of technology media and other learning materials against their program s resources and they also should weigh the use of digital and electronic materials against the use of natural and traditional materials and objects support for early childhood professionals is critically important educators need available affordable and accessible technology and media resources as well as access to research findings online resources and links and a professional community of practice preservice and professional development opportunities should include in-depth handson technology experiences ongoing support and access to the latest technology tools and interactive media to improve and enhance the use of technology and interactive media in early childhood programs educators also need positive examples of how technology has been selected used integrated and evaluated successfully in early childhood classrooms and programs further research is needed to better understand how young children use and learn with technology and interactive media and also to better understand any short and long-term effects research also is needed to support evidence-based practice for the effective and appropriate uses of technology 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www.childrenssoftware.com/pdf/g3.pdf burdette h.l r.c whitaker 2005 a national study of neighborhood safety outdoor play television viewing and obesity in preschool children pediatrics 116 3 657­62 http pediatrics aappublications.org/content/116/3/657.full calvert s.l v.j rideout j.l woolard r.f barr g.a strouse 2005 age ethnicity and socioeconomic patterns in early computer use a national survey american behavioral scientist 48 5 590­607 campaign for a commercial-free childhood 2010 july 26 ccfc letter to jerlean daniel executive director national association for the 12

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education of young children www.commercialfreechildhood.org/pdf naeycletter.pdf center for media literacy 2010 medialit kit malibu ca author www medialit.org/cml-medialit-kit chiong c c shuler 2010 learning is there an app for that investigations of young children s usage and learning with mobile devices and apps new york the joan ganz cooney center at sesame workshop http pbskids.org/read/files/cooney_learning_apps.pdf christakis d.a f.j zimmerman d.l digiuseppe c.a mccarty 2004 early television exposure and subsequent attentional problems in children pediatrics 113 4 708­13 http pediatrics.aappublications org/content/113/4/708.full.html christakis d.a m.m garrison 2009 preschool-aged children s television viewing in child care settings pediatrics 124 6 1627­32 http pediatrics.aappublications.org/content/124/6/1627.full clements d.h j sarama 2003a strip mining for gold research and policy in educational technology a response to `fool s gold aace journal 11 1 7­69 clements d.h j sarama 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early childhood education journal of research on technology in education 43 1 75­98 cross c.t t.a woods h.a schweingruber eds 2009 mathematics learning in early childhood paths toward excellence and equity washington dc national academies press deloache j.s c chiong k sherman n islam m vanderborght g.l troseth g.a strouse k o doherty 2010 do babies learn from baby media psychological science 21 11 1570­74 http pss sagepub.com/content/21/11/1570 donohue c 2010a there s an app for almost everything new technology tools for ec professionals part 2 exchange 195 40­44 https secure.ccie.com/library/5019540.pdf donohue c 2010b what s in your toolbox new technology tools for ec professionals part 1 exchange 193 82­87 https secure.ccie com/library/5019382.pdf edutopia 2007 what is successful technology integration wellintegrated use of technology resources by thoroughly trained teachers makes twenty-first-century learning possible www.edutopia.org technology-integration-guide-description 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learning%20now%20report%20final.pdf fred rogers center for early learning and children s media a statement on the development of a framework for quality digital media for young children latrobe pa fred rogers center for early learning and children s media at saint vincent college forthcoming freeman n.k j somerindyke 2001 social play at the computer preschoolers scaffold and support peers computer competence information technology in childhood education annual 1 203­13 funk j.b j brouwer k curtiss e mcbroom 2009 parents of preschoolers expert media recommendations and ratings knowledge media-effects beliefs and monitoring practices pediatrics 123 3 981­88 http pediatrics.aappublications.org content/123/3/981.short greenfield p.m 2004 developmental considerations for determining appropriate internet use guidelines for children and adolescents applied developmental psychology 25 2004 751­62 www.cdmc.ucla edu/published_research_files/developmental_considerations.pdf guernsey l 2010a 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institute of medicine of the national academies 2011 early childhood obesity prevention policies goals recommendations and potential actions washington dc author http www.iom.edu media/files report%20files/2011/early-childhood-obesity-prevention-policies young%20child%20obesity%202011%20recommendations.pdf iste international society for technology in education 2007 nets for students 2007 profiles washington dc author www.iste.org standards/nets-for-students/nets-for-students-2007-profiles.aspx#pk-2 iste international society for technology in education 2008a the iste nets and performance indicators for teachers nets-t washington dc author www.iste.org/libraries/pdfs/nets_for teachers_2008_en.sflb.ashx iste international society for technology in education 2008b nets for teachers 2nd ed washington dc author www.iste.org/standards nets-for-teachers.aspx jackson s 2011a learning digital media and creative play in early childhood spotlight on digital media and learnng blog march 24 chicago il macarthur foundation http spotlight.macfound.org/featured-stories/entry learning-digital-media-and-creative-play-in-early-childhood jackson s 2011b quality matters defining developmentally appropriate media use for young children spotlight on digital media and learning blog march 16 chicago il macarthur foundation http spotlight.macfound.org/blog/entry/quality-matters-definingdevelopmentally-appropriate-media-use-for-young-ch judge s k puckett b cabuk 2004 digital equity new findings from the early childhood longitudinal study journal of research on technology in education 36 4 383­96 http edinsanity.com wp-content/uploads/2008/02/digital-equity_ecls.pdf kerawalla l c crook 2002 children s computer use at home and at school context and continuity british educational research journal 28 6 751­71 kirkorian h.l e.a wartella d.r anderson 2008 media and young children s learning the future of children 18 1 39­61 www princeton.edu/futureofchildren/publications/docs/18_01_03.pdf kirkorian h.l t.a pempek l.a murphy m.e schmidt d.r anderson 2009 the impact of background television on parentchild interaction child development 80 5 1350­59 kleeman d 2010 a screen is a screen is a screen is a meme huffington post blog december 8 www.huffingtonpost.com/davidkleeman/a-screen-is-a-screen-is-a_b_792742.html lee s-j s bartolic e.a vandewater 2009 predicting children s media use in the usa differences in cross-sectional and longitudinal analysis british journal of developmental psychology 27 1 123­43 linebarger d.l j.t piotrowski 2009 tv as storyteller how exposure to television narratives impacts at-risk preschoolers story knowledge and narrative skills british journal of developmental psychology 27 1 47­69 linebarger d.l j.t piotrowski m lapierre 2009 the relationship between media use and the language and literacy skills of young children results from a national parent survey paper presented at the naeyc annual conference 18­21 november washington dc lisenbee p 2009 whiteboards and websites digital tools for the early childhood curriculum young children 64 6 92­95 muligan s.a 2003 assistive technology supporting the participation of children with disabilities young children 58 6 50­51 www naeyc.org/files/yc/file/200311/assistivetechnology.pdf naeyc 1994 media violence in children s lives position statement washington dc author http www.naeyc.org/files/naeyc/file positions/psmevi98.pdf naeyc 2009a developmentally appropriate practice in early childhood programs serving children from birth through age 8 position statement washington dc author www.naeyc.org/files naeyc/file/positions/position%20statement%20web.pdf naeyc 2009b naeyc standards for early childhood professional preparation programs position statement washington dc author www.naeyc.org/files/naeyc/file/positions/profprepstandards09.pdf namle national association for media literacy education 2007 core principles of media literacy education in the united states http namle net/wp-content/uploads/2009/09/namle-cpmle-w-questions2.pdf national institute for literacy 2008 developing early literacy report of the national early literacy panel a scientific synthesis of early literacy development and implications for intervention t shanahan chair louisville ky national center for family literacy nemeth k.n 2009 many languages one classroom teaching dual and english language learners silver spring md gryphon house neuman s.b e.h newman j dwyer 2010 educational effects of an embedded multimedia vocabulary intervention for economically disadvantaged pre-k children a randomized trial ann arbor mi university of michigan www.umich.edu rdytolrn/pdf/rtl2021210 pdf pasnik s s strother j schindel w.r penuel c llorente 2007 report to the ready to learn initiative review of research on media and young children s literacy new york menlo park ca education development center sri international http ctl.sri.com/publications downloads/edc_sri_literature_review.pdf plowman l c 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environments baltimore md brookes schepper r 2011 introducing let s move child care tools for child and day care centers and family-care homes let s move blog june 8 www.letsmove.gov/blog/2011/06/08/introducing-let%e2%80%99smove-child-care-tools-child-and-day-care-centers-and-family-care-h schmidt m.e m rich s.l rifas-shiman e oken e.m taveras 2009 television viewing in infancy and child cognition at 3 years of age in a u.s cohort pediatrics 123 3 e370­e375 http pediatrics aappublications.org/content/123/3/e370.full 14

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simon f c donohue 2011 tools of engagement status report on technology in early childhood education exchange 199 16­22 stevens r w.r penuel 2010 studying and fostering learning through joint media engagement paper presented at the principal investigators meeting of the national science foundation s science of learning centers october arlington va takeuchi l.m 2011 families matter designing media for a digital age new york the joan ganz cooney center at sesame workshop http joanganzcooneycenter.org/reports-29.html tandon p.s c zhou p lozano d.a christakis 2011 preschoolers total daily screen time at home and by type of child care journal of pediatrics 158 2 297­300 technology and young children interest forum 2008 on our minds meaningful technology integration in early learning environments young children 63 5 48­50 www.naeyc.org/files/yc/file/200809 onourminds.pdf tomopoulos s b.p dreyer s berkule a.h fierman c brockmeyer a.l mendelsohn 2010 infant media exposure and toddler development archives of pediatrics adolescent medicine 164 12 1105­11 http archpedi.ama-assn.org/cgi/content/full/164/12/1105 uchikoshi y 2006 early reading in bilingual kindergartners can educational television help scientific studies of reading 10 1 89­120 vandewater e.a s-j lee 2009 measuring children s media use in the digital age issues and challenges american behavioral scientist 52 8 1152­76 www.ncbi.nlm.nih.gov/pmc/articles/pmc2745155/pdf nihms128628.pdf vandewater e.a v.j rideout e.a wartella x huang j.h lee m shim 2007 digital childhood electronic media and technology use among infants toddlers and preschoolers pediatrics 119 5 e1006-e1015 http pediatrics.aappublications.org/cgi/content full/119/5/e1006 van scoter j d ellis j railsback 2001 technology in early childhood education finding the balance portland or northwest regional educational laboratory www.netc.org/earlyconnections byrequest.pdf wahi g p.c parkin j beyene e.m uleryk c.s birken 2011 effectiveness of interventions aimed at reducing screen time in children archives of pediatrics adolescent medicine 165 11 979­86 wainwright d.k d.l linebarger 2006 ready to learn literature review part 1 elements of effective educational tv philadelphia pa annenberg school for communication university of pennsylvania american institutes for research http pbskids.org/read/files/bobparti-elementsofsuccessfuledtv.pdf white house task force on childhood obesity 2010 solving the problem of childhood obesity within a generation washington dc office of the president of the united states www.letsmove.gov/sites letsmove.gov/files/taskforce_on_childhood_obesity_may2010 fullreport.pdf white house 2011 first lady unveils let s move child care to ensure healthy start for youngest children press release june 8 washington dc office of the first lady www.whitehouse.gov/the-press-office/2011/06/08 first-lady-unveils-lets-move-child-care-ensure-healthy-start-youngest-ch national association for the education of young children 1313 l street nw suite 500 washington dc 20005-4101 phone:202-232-8777·800-424-2460or866-naeyc-4u fax 202-328-1846 this is a 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 acknowledgments naeyc and the fred rogers center frc appreciate the work of the joint naeyc-frc writing team and working group members who participated in the development of this position statement roberta schomburg co-chair carlow university and fred rogers center chip donohue co-chair erikson institute and fred rogers center madhavi parikh naeyc warren buckleitner children s technology review pamela johnson corporation for public broadcasting lynn nolan international society for technology in education christine wang state university at buffalo suny ellen wartella northwestern university and fred rogers center input from members of the naeyc governing board and the fred rogers center advisory council as well as key staff members in both organizations also is acknowledged www.naeyc.org fred rogers center for early learning and chidren s media saint vincent college 300 fraser purchase road latrobe pa 15650-2690 phone 724 805-2750 fax 724-805-2761 info@fredrogerscenter.org 15

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