Should Early Years Students be using ICT?

I have found a focus for the first assignment, thanks to some posts on the EDU5472 discussion where the contributors were saying that young children should be learning to cut and paste with real scissors, learning to socialise and not be left with an electronic babysitter! OMG thank goodness I can type quickly - my blood was boiling. Our first assignment is to summarise a couple of research articles for teachers to read and I have chosen this as a theme.

Below is my start, Google search the article I mention to read it:

Ofra Nir-Gal and Pnina S.Klein (2002) Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment Information Technology in Childhood Education Annual (2004), 97-119

Introduction…

Early phase of schooling, from 5 to 8 years of age, is regarded as
the formative years for developing social skills and beginning mastery of the very basic of learning skills. Adults and important people in a child’s life play integral roles in the social, cognitive and emotional development of young children. Making use of ict equipment in early childhood classrooms is regarded by some as inappropriate and detrimental to that development, believing they remove the human discourse required to nurture young children (Healy, 1998;
Cordes & Miller, 2000 in Nir-Gal & Klein, 2002).

Arguments for integrating information communication technologies (ICTs), however, are becoming louder. ICTs, contrary to that belief, have been demonstrated to have the potential to stimulate animated conversation between youngsters, encourage negotiation and discussion of a task, and demand that rules and routines are established and adhered to (Lee & O’Rourke ). A well prepared online learning space with clear guidelines and expectations used by eager children who have ownership of a timetable can establish a developmentally appropriate social situation that promotes each area - social, emotional and cognitive, of the young child. What is essential for maximising the potential of the electronic tools is the guidance of adults through questioning, observation and preparation to ensure that learning experiences offered are suitable. (Rivera, Galarza, Entz, and Tharp p.191, 198-202).

Such an assertion is made by Nir-Gal and Klein (2002) who focus on the importance of adult “mediation”. They state that:

“integrating teacher mediation within computer learning environments for young children facilitates informed use of computer technologies in their learning system, and enhances thinking processes and work habits.” (p.97)

Their stance is tempered with deliberation on the degree of skill that young children demonstrate compared to their parents and teachers when using ICTs and consider whether the “full potential” of the computer is used to maximise “development of the children’s intellectual ability” (p.97). They find that studies to date have not indicated the optimum relationship between teacher and student but maintain that

“The traditional role of the teacher has to be changed from that of knowledge provider to that of organizer, diagnostician, instructor, and partner in the computer learning environment in all age groups, including early childhood ( Klein & Nir-Gal, 1992; Clements et al., 1993; Fisher, 1996; Salomon, 1996; Samaras, 1996; Masters & Yelland, 1996; Haugland, 1997, 2000).

Research on the effective use of computers in early years education is limited and generally focused on the child. Nir-Gal and Klein however, are keen to identify the pedagogy and how that impacts on ‘young computer users’.