Computers are woven into every aspect of our lives. From the microwave oven that small children can learn to use to heat up a hot dog, to the computers under the hoods of our cars, we interact with computers whether we realise it or not. (Campbell, 1999).
But when it comes to the education of our children, the use of computers becomes a controversial issue. Of course, as stated above, computers are an everyday tool in the education of children, but the question being asked is, what effect do these computers really have on our children? Are computers being used in age-appropriate ways? Do program designers take into account the developmental needs of children? Are teachers receiving sufficient technology training? Is ‘learning software’ really what it purports to be, or is it simply ‘edutainment’ that reinforces impulsive point-and-click behaviour in the pursuit of a trivial goal? (Healy 1998) Many people are beginning to wonder about these questions, and are coming to the conclusion that computers may be very harmful to the development of our children. Academically, physically, socially and emotionally.
There are many negative issues surrounding the use of computers as educational tools. These range from ineffective learning, impacts on children’s health, creativity, brain development and social and emotional growth. Also, besides the issue of computers affecting children’s development, there is the ongoing issue of costs of this new and constantly updating technology. These issues, combined with many others, are beginning to emerge, and we can see why many people are reconsidering the validity of computers in education, especially that of young, primary school-aged children. In relation to the issue of the negative effects computers have on the physical development of children, Jane Healy has presented the following fact: The American Academy of Paediatrics has expressed concern about the amount of time children spend in front of various types of screens, and several experts in eye development have stated that computer use is creating problems in children developing visual systems.
The Essay on Subjects Such As Art, Music And Drama Should Be A Part Of Every Child’s Basic Education
Topic: Do you agree or disagree with the following statement? Subjects such as art, music and drama should be a part of every child’s basic education Use specific reasons and examples to support your opinion While in some education systems importance of subjects such as art, music and drama in basic education is disregarded, experts have a concordant opinion about necessity of them in schools. As ...
(Healy 1998, p. 18) Healy also cites literature that suggests that during the first six years of life, misuses of technology may adversely affect brain maturation and development. Computers do have physical effects on those who use them, and these effects can be serious and long lasting, even permanent. Moreover, they contribute to a wide range of disorders – to muscle, joint and tendon damage, to headaches and eyestrain, to seizures and skin problems.
Toxic emissions and electromagnetic fields produced by computers and video display terminals are also serious potential health hazards. (Armstrong & Casement 1998 p. 150).
Given these facts and the high likelihood of children being exposed to these kinds of things, it can be argued that young children would be better supported if they manipulated and interacted with their physical environment rather than a computer. These findings are a reinforcement of a few of the issues we are faced with when looking at the affect of computers on children’s development. We can see how computers have changed the way children are educated, in comparison to years gone by.
But is this to the advantage to today’s children? It may seem today, that young people almost never write, preferring keyboards, e-mail and developing ever more dexterous thumbs sending text messages. (Stevenson 2002).
The Report on How Children Learn About Writing
Evaluation and Essay 2. My chosen genre for my piece of writing was a diary of my two week holiday in Corfu - Greece; I detailed my perceptions and experiences for each day throughout my vacation. The decision to create this form of written work was not reached easily. I was daunted by the fact that I was required to write a written piece of any genre without any specifications. I have never been ...
As emerging writers this method of recording can be detrimental to children’s development of writing. The use of word processors and on screen composition of experienced writers is very valid.
From experienced writer’s point of view, it is a more fluid medium of expression than writing by hand, allowing free exploration of ideas. With children this is not the case. If children are still learning the basics of writing, it may be difficult, if not impossible, for them to take advantage of the greater flexibility offered by on screen composition. Writing is at the heart of so much of children’s learning at school. Well-developed writing skills are crucial for academic success. (Armstrong & Casement 1998, p.
105) Here we see that the use of computers may inevitably lead to a poorer quality and development in the area of writing. This is quite alarming when thinking about the fact that this writing is a vital life skill for the next generation in years to come. Again, the same issue can emerge when considering the young readers of today. If children are reading material from an on screen environment, it is highly likely they will be unable to absorb the content due to the way the text is presented. This is because electronic print lacks the structure and permanence of print on paper. ‘Reading demands sustained voluntary attention from a mind that can hold a train of thought long enough to reflect on it, not one that’s accustomed to having it attention jerked around every few seconds’ (Healy 1998, p.
90) This suggests that children are unable to really read on screen text, as there are usually more visual things happening on a computer screen than just what is written. Fixed text lets the mind move at its own pace, allowing time for reflection and full understanding of what is being read. With electronic text, the mind stands still while the text flashes past. Unless the reader already has an understanding of ‘fixed text’ the result of reading electronic text can be very confusing. This would be the case with a lot of primary aged children. These issues are often overlooked, as we try to provide children with the latest offerings in education through the use of technology.
The Essay on Professional practice in children’s care learning and development
It is my understanding that in my continued professional development, as manager of my setting it is my role to ensure that myself and every member of the staff and management committee understand the values, principles and statutory framework that underpins service provision in children’s care, learning and development At all times in our centre the welfare of the child is paramount and we ...
Children need to have stories presented to them in a way that is appealing to the imagination. The most positive and effective way to do this is for books to be read to them, and them to read books themselves. This may seem to be an outdated approach when considering the amazing technology of computers, but there is nothing unsophisticated about the imaginative, intellectual and emotional development it supports. Stated above are just a few of the issues which can be seen when looking at the impact computers have on children in their education, and their general development. We all know that computers are extremely useful tools, and are now pretty much a vital element in everyday life. We still must consider not only the positive aspects of computers, but also the negative.
Sometimes the negative factors associated with computers are overlooked, and in turn, developmentally this could be very harmful to the youth of today. References Armstrong, A & Casement, C 1998, The Child and the Machine. Why Computers May Put Our Children’s Education at Risk, Key Porter Books Limited, Toronto Ontario Canada. Campbell, H 1999, Managing Technology in the Early Childhood Classroom, Teacher Created Materials Inc, Westminster, CA. Healy, J 1998, Failure to connect: How computers affect our children’s minds-for better and worse, Simon & Schuster, New York.
