Assignment:

Early childhood professionals are expected to be knowledgeable of current policy and legislation in the field. In this Assignment, you will research current policy and legislation in early childhood on a topic assigned to you by the instructor. After describing the historical impact of this policy or legislation and its impact on early childhood, you will create a plan of advocacy to share this information with parents and professional colleagues.

Research the policy or legislation assigned by your instructor.

Complete an educational pamphlet based upon your research.

The educational pamphlet should follow this general outline:

• Introduction: Presenting thesis and purpose of the educational pamphlet
• Begin by describing the policy or legislation
• Discuss in detail the historical impact this issue has on early childhood
• Create a plan of advocacy to share this information with parents and professional colleagues. Be specific with the action items in your plan. The Writing Center has information on how to use APA formatting. You can access the Writing Center from the Academic Tools tab or with the following link: https://campus2.purdueglobal.edu/page/writing-center
• Conclusion: Reviewing main points and summarizing the educational pamphlet
• References: Three APA formatted references

Please keep the following expectations in mind:

• Use the provided template
• Minimum of 2 pages using American Standard English
• If images are used, they should be properly referenced
• A minimum of three academic or scholarly sources must be used from the Library must also be included.

Topics that will be assigned to groups:

Universal preschool

Early childhood state accountability systems

Every Student Succeeds Act (ESSA)

Individuals with Disabilities Education Improvement Act (IDEIA)

Charter schools

Children’s development of competencies

School reform efforts

Standardized assessment and accountability

Research-based practice

Test-based retention

STEM in early childhood education

Early science learning

Language and early literacy

Issues of language, cultural, and economic diversity

Dual language learner

Standards and early education

School readiness

Technology in early childhood

Professional development

Accreditation and accountability issues in early childhood education

Early intervention/early childhood special education

Teacher research and inquiry

Early childhood teachers’ development and preparation

Early childhood education program administration

I HAVE PROVIDED A SAMPLE PAMPHLET

Technology in Early Childhood

This is a student sample – no part may be copied or reproduced

Introduction/Policy and Legislation

Is there a place for technology in a

high-quality early learning experience?

Children are growing up in a digital

age that their parents and grandparents

did not have. Young children have a

variety of digital technology at their

fingertips. Computers, smartboards,

tablets, phones, DVD’s electronic toys

and games, e-books and audio

recorders. These devices are children’s

tools of their time and culture. “Early

childhood educators are the linchpins

in whether young children attend

enriched, dynamic environments

outside the home, where they are

exposed to language, conversation, and

activities guided by developmentally

appropriate practice. Teachers are the

ones who make critical decisions about

how children are exposed to and

interact with technology” (Evans,

2014).

Technology can be very useful for

children to learn and develop. They can

look up birds and what they sound like

or skype with children in another

country. Interactive story boards can

help children to construct meaning.

However, if not monitored technology

can be harmful and interfere with

development and learning of our young

children.

NAEYC and the Fred Rogers

Center are concerned about health

issues and obesity because children

spend too many hours in front of

screens and not enough time with gross

motor and play outside. They also

believe that technology and interactive

media can promote effective learning

when used intentionally. The principles

that NAEYC uses to guide adult’s

states, “Technology and media should

never be used in ways that are

emotionally damaging, physically

harmful, disrespectful or dangerous”

(NAEYC, 2012).

Advocacy

As Early Childhood Educators, it

is our duty to advocate for the use of

technology in a quality care environment.

It is imperative that we inform parents

and fellow colleagues on both the

advantages and disadvantages that

technology can have. Advances in

technology and interactive media are

transforming how we communicate, learn,

and educate in the home, office, and early

childhood settings (NAEYC, 2012). We

must also contact our local legislators to

request additional funding for technology.

When making decisions about

technology, program administrators must

be well advised on the ongoing cost of

technology including initial cost, the

ongoing costs of updating and upgrading

hardware and software, and unspecified

costs, such as additional items needed to

use the product (NAEYC, 2012). Attend

political events such as “Child Action

Day” in Harrisburg, PA, to voice the

importance of technology to state

legislators (NAEYC). Petition parents to

write letters to their community

representative.

Holding open houses, back to

school nights, and fundraisers are all

different types of platforms to discuss,

share, and educate the importance of

technology in the early education

environment.

Encourage Parents and colleagues

to “Stay Connected.” Connect with other

families, and educators via conferences,

play dates, social media etc., to stay up to

date on the latest technological advances

in Early Education.

History

Technology is an ever

changing aspect of our daily lives

including that in Early Childhood

Education. The ways in which

technology has effected early

childhood is being seen more and

more with the newer generations.

There has been a lot of

research on how technology effects

children and their development but

there have been times that famous

theorists have implemented

technology into teachings. In 1960

Piaget and Papert collaborated with

one another to form a program that

allowed children to write computer

codes to control a robot (Boss,

2011). Papert used this teaching as a

stepping stone to give insight into

how he thought technology or at

least his technology was helping

children. In 1970 Papert explained

that he felt with computers, it would

be easier to get children into

something they enjoy doing (Boss,

2011). Computers are used in

today’s classrooms as well to help

teach children new skills whether it

be typing skills or even reading

skills.

Children are able to learn in

school more with the use of

technology. There are children who

rely on technology for

communicational purposes, and

with the introduction of even the

simplest technologies such as a

chalk board children were and are

able to do this. Chalk boards were

one of the first ways in which

teachers could convey lessons, and

allow for children to interact within

the classroom. The chalk board has

sense evolved into electronic boards

that are controlled by using a

computer or a special pen. Even

though the chalk board has been

Conclusion:

Children and Technology are

both everchanging. As technology

changes so does the development of our

children. Children still need “Free Play”

in combination with current

technological trends to fuel their

development.

Educators and parents have to

stay connected, vigilant, and intentional

while using technology. Technology is a

tool for educators and parents that when

used intentionally can be very useful in

their learning. At the same time parents

and educators have to stay up-to-date on

current technological trends to better

inform one another on these issues.

Teachers and parents have to stay

connected and communicate for

children’s success in the classroom and

the implementation of technology.

NAEYC, The Fred Rogers

Center, The U.S. Department of

Education, The American Academy of

Pediatrics, U.S. Department of Health

and Human Services all have similar

policies regarding technology in early

childhood education; mentioning the

monitoring of screen time and the

intentional use of technology to assist in

the child’s development, technology

should be there to support creativity and

help educators strengthen home and

school connections. Ultimately, when

used correctly our children can benefit

from the used if technology.

The American Academy of Pediatrics

believes that “one to two hours of total

screen time per day for children older

than two, and discourage any amount

of screen time for children under 2

years of age” (NAEYC, 2012). It is

also equally important to partner

parents and families in creating

experiences rich in interaction and

language. The U.S. Department of

Education and the U.S. Department of

Health and Human Services has an

Educational Technology Policy. They

believe that technology should never

replace unstructured play time and

children should have exposure to many

different types of play. Guided play,

independent play and play with peers.

Frequency of technology is important

for educators and families. To

summarize policy, technology should

be used appropriately to enhance

cognitive and social skills.

Technology should support creativity

and help educators strengthen home

and school connections. When

implemented with curriculum, children

can benefit from extending their

learning.

In answer to the first question, Is

there a place for technology in a high-

quality early learning experience? The

answer is yes as long as it is used

appropriately. It is ultimately the role

of the educator and parent to make

sure that technology is not taking away

from free play and movement. If the

policies outlined are followed and

teachers take trainings and professional

development to use technology, our

children can benefit from it.

enhanced the use of the pen still

allows for fine motor development as

well as writing skills.

Technology is ever growing

in our classrooms and it seems that it

is doing more good than it is bad.

Children who are non-verbal have

ways to communicate, children who

cannot write have ways to express

themselves through their own work

and teachers are able to let their

children explore in new ways.

Technology will forever be

changing, as will the way our

children develop and these two

things will grow together in a way

that is most beneficial.

References

Boss, S., (2011). Technology Intergration: A Short History. Retrieved from

https://www.edutopia.org/technology-integration-history

Evans Allvin, R. (2014). Technology in the Early Childhood Classroom. YC:

Young Children, 69(4), 62.

NAEYC 2012, Technology and Interactive Media as Tools in Early Childhood

Programs Serving Children from Birth through Age 8. Retrieved from

www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2

https://www.edutopia.org/technology-integration-history

http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2