Using computers in early years education: What are the effects on children’s development? Some suggestions concerning beneficial computer practice

Technology in education is considered in empirical and theoretical literature as both beneficial and harmful to children’s development. In the field of the early years settings there is a dilemma whether or not early childhood teachers should use technology as a teaching and learning resource. This paper has a pedagogical focus, discussing the advantages and the potential problems of computer practice to children’s learning and behaviour in the early years settings and also suggests teaching methodologies concerning beneficial computer practice. It establishes the educational value of technology, by linking digital activities to the relevant pedagogical learning theories that support this context. It is argued that implementing technological activities in the early years settings has beneficial results in children’s learning, when children interact with each other and adults guide discreetly their activities. In contrast, children’s individual overuse of computer activities may have negative effects on their learning and behaviour. The concluding remarks indicate the effectiveness of computer use in the field of the early years settings and the important contribution of adults in this practice. They further suggest teaching methodologies of computer use that have a beneficial impact on children’s learning. Their implications are discussed in the context of motivating researchers to further investigate the effects of digital activities in children’s learning but also as an interesting teaching and learning resource to early childhood teachers in everyday computer practice.

ISSN: 1791-1133