Should young children use ICT in ECE? 1. Areas of concerns about children’s ICT use There are important areas of concerns linked to children’s information and communication technology (ICT) use during their early childhood education (ECE). In this section, some of them are discussed, which involve concerns about harmful physical effects; the negative impacts on children’s learning, cognitive, social and emotional development; concerns about children’s exposure to harmful or unsuitable content; and concerns about ICT displacing other important learning and play activities…
Old and young people alike including children are strongly exposed to them. However, the media may not be the major contributing factors for health problems in the US, but they have considerably become integral components of pediatric and adolescent health related problems at some point. This claim is supported by the study concerning the health effects of the media on children and adolescents (Strasburger et al., 2012, p.533). This claim is substantially supported by the American Academy of Pediatrics as it recognizes that exposure to mass media like video, computer games, and the internet, presents health risks for children and there are potential negative effects than the positive ones (American Academy of Pediatrics, 2010). Karnik and Kanekar (2012, p.4) stated that among the possible major reasons of childhood obesity epidemic are the “lack of playtime, little or no physical education at schools, videogames and excessive TV viewing time and computer usages.” Based on some of these reasons, it is therefore clear that the exposure to various media may eventually present harmful physical effects to children. ...
Media may contribute a significant prosocial effect to the young viewers, as far as cooperative attitudes and behavior can be learned. Study reveals that there is a strong negative correlation between the cognitive development, academic performance of children between 5 and 10 years of age and the hours of television watched (Munasib and Bhattacharya, 2010, p.873). Their cognitive scores speak of the conventional belief that exposure to television promotes harmful effects on children’s cognitive development. “Research strongly indicates that face-to-face relationships with people and the rest of the natural world are critical for young children” (Alliance for Childhood, 2004, p.2). Face to face discussions and socializing may help children to learn the topics well. Learning takes place not only inside the classroom, but also in the external world. Classrooms will not provide enough opportunities for the children to interact each other. On the other hand, the world outside of the classroom helps the children to interact freely. Free interactions with the peers and external world are necessary for proper learning. However, the excessive exposure to videogames or TV viewing and computer usage substantially reduces the opportunity for the normal socialization process (Karnek and Kanekar, 2012). 1.3 Concerns about children’s exposure to harmful or unsuitable content The use of the media and the potential bad impacts may be revealed through the level of worry adults have on them concerning on the harmful influence of their messages and images on children and teens (Hogan, 2012, p.635). For this reason, adults continuously seek the ultimate ways on how to recognize ...
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