Challenges facing early childhood teachers

Early Childhood Issues

Since the late 1980s and early 1990s, most public school systems have incorporated computer based instruction in the classroom. Proponents for using computers in early childhood education believe they will motivate and improve the child's academic achievement. This is particularly the case for low income or disadvantaged children who may not have a computer at home. The challenges, of course, are finding a skills-based curriculum that is appropriate for younger children. Additional challenges lay in the area of pedagogy -- computer programs designed to help children learn to read and write have not proved very effective and the learning mode and style of younger children typically involves more kinesthetic movement that sitting at a computer typing or reading a screen. Indeed, since many of this age cannot yet read, computer instruction must be done using visual icons or clues, with alternatives to keyboard manipulation (the mouse, etc.). Some are also concerned about training young children to be more sedentary, which is already a problem with older children. There is also the possibility of social isolation and poor concentration, primarily due to the developmental cycle and the ability of children that age to focus long enough for technical instruction (Long-Breipohl, 2004).

Part 2 - As early as the mid-1990s educators were receiving reports from the Department of Education that "through the use of advanced computing and telecommunications technology, learning can also be qualitatively different. The process of learning in the classroom becomes significantly richer as students have access to new and different types of information, can manipulate it on the computer through graphic displays or controls…. And can communicate their results and conclusions in a variety of media…" (Education, 2003). Diversity, constructionism, and the 21st century movement towards globalism gives teachers a greater opportunity to infuse active learning using technology (particularly the Internet) for research, connection with other cultures, and the ability to access more information than ever before.

Part 3 -- Like most educational initiatives, there are those who support, and those who oppose, using computers in early childhood education. However, the predominant view holds that using technology for education should be introduced as early as possible, particularly those with delays in cognitive development or adaptive behavior. Findings from several research studies show that when computer software and classroom manipulatives were compared, "the computer software was found to be the more effective means of skill building in young children" (Hitchcock and Noonan, 2000). The key, it appears, is the judicious use of technology and the timeframe in which computers are used. Computer software can be used as a learning tool, but disguised as a game. Further research found that computers are motivating and promote teacher-student interaction, which allows the teacher to encourage, prompt, and point to display items. While more research is clearly needed, the computer can be programmed to meet individual learning needs and to adapt regular curriculum issues in a more robust manner (Spencer and Baskin, 1997).

Part 4 -- The literature shows us that there are five major ways in which computers enhance learning in early childhood education: