Introduction:
The Use of Mobile Apps with Children 0-8 years
Teaching the Swipe Generation
Beth Poss
possbeth@gmail.com
On Twitter @possbeth
https://www.pinterest.com/possbeth/apps-for-pre-k/
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Today’s Outcomes
By the end of this training session, participants will be able to:
1. Understand the recommendations of national policy makers in
the medical and educational professions
2. Learn the differences between solitary, non interactive uses of
media and social, interactive uses of media
3. Learn the difference between technology for enhancement of
learning and assistive technology, within the context of a
Universally Designed for Learning early childhood environment
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What are your thoughts?
1. Children under the age of 5 should have minimal
screen time
2. Children 2 and under should have no screen time
3. Some screen time is ok, even for infants and toddlers
4. It does not matter how much screen time young
children get
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Policy Statements to Guide Use
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National Association for the Education of Young Children
American Academy of Pediatrics
Zero to Three
Rand
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New Guidelines from AAp
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Parenting has not changed
Role modeling is critical
We learn from each other
Content matters
Curation helps
Co-engagement counts
Playtime is important
Set limits
Create tech-free zones
Kids will be kids
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NAEYC Policy Statement
“The distinction among the devices, the content, and
the user experience has been blurred by multi-touch
screens and movement-activated technologies that
detect and respond to the child’s movements. With
guidance, these various technology tools can be
harnessed for learning and development; without
guidance, usage can be inappropriate and/or interfere
with learning and development.”
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NAEYC Policy Statement
• Guidance for early childhood educators about the use of technology and
interactive media in ways that can optimize opportunities for young children’s
cognitive, social, emotional, physical, and linguistic development
• Interactive vs. non-interactive/solitary
• What is screen time?
• Technology for technology’s sake vs. a means to an end
• Assistive Technology
• Ensure that any use of technology and media serves as a way to strengthen
adult-child relationships
• Effective uses of technology and media are active,hands-on, engaging, and
empowering
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NAEYC Policy Statement 0 to 2 years
“There may be appropriate uses of technology for infants and
toddlers in some contexts (for example, viewing digital photos,
participating in Skype interactions with loved ones, co-viewing
e-books, and engaging with some interactive apps)... educators
should limit the amount of screen time and, as with all other
experiences and activities with infants and toddlers, ensure
that any use of technology and media serves as a way to
strengthen adult-child relationships.”
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Play is central to children’s
development and learning.
Children’s interactions with technology
and media mirror their interactions
with other play materials and include
sensorimotor or practice play, makebelieve play, and games with rules.
Therefore, young children need
opportunities to explore technology
and interactive media in playful and
creative ways.
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Moving Beyond Screen Time--Rand
Six Considerations in Redefining Technology Use
1. Is it purposefully integrated to support learning?
2. Is the use solitary or taking place with others?
3. Is the activity sedentary or mobile?
4. What are the content and features of the media?
5. Are the device's features age-appropriate?
6. What is the total screen time involved?
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Video Conferencing for
Babies
Research shows that infants are able to distinguish between an
adult interacting with them in real time in a video chat and
video not directed to them, e.g. a television/video broadcast
• changes in affect when video chat is out of sync
• more comforted by mother via video chat than audio
alone
• interactions facilitated by an adult with them support
the video chat interactions and perception of reality
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Zero to Three Research:2D to 3D-The Transfer Deficit
• Easier for young children to comprehend information from real-life
experiences with people and objects compared with information
delivered via a screen
• Transfer Deficit:
• children less than 2 years old do not have the symbolic thinking
skills necessary to understand that what they see on the screen is a
stand-in, or symbol, for the real thing.
• Pairing of of 2-D with 3-D experiences reduces the transfer deficit
• to use information they take in from the 2-D world and transfer it to
real-world situations.
• provide repeated opportunities to make connections
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What Makes an Effective Early Childhood App?
• Open ended to support play and problem solving
• Promotes literacy, language and vocabulary development
without drill and kill
• Include rich, engaging activities that invite a high degree of
interactivity and control by the user
• Encourages movement--fine and gross motor
• Enhances and encourages interactions with adults or peers,
rather than promoting solitary exploration
• Culturally diverse/free of stereotypes
• Meets a developmental need
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Zero to Three Recommendations for Parents
• Participate in the screen experience and make it
a language rich, interactive activity
• Create transference from 2D to 3D--make the
connection between what she sees on a screen
and the real world.
• Play games with her afterward using
objects similar to what she has seen on the
device, such as blocks or a ball.
• Point out and label objects in real life that
she has seen on TV or on touchscreens,
such as animals and flowers.
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Balance technology based activities
with non tech activities
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Using technology to promote
language, literacy and problem
solving--Face4Kids
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Movement--Fine and Gross
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Dexteria Jr
Drawing Pad
Moves Like Me
Yogaverse--I am Love
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Technology to Promote SelfRegulation
From Yoga to Visual Schedule
there are a range of mobile
apps that can support selfregulation and the
development of other
adaptive behavioral skills
with young children
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Universal Design for Learning (UDL)
• A framework for guiding educational practice that :
• provides flexibility in the ways information is presented, in
the ways students respond or demonstrate knowledge and
skills, and in the ways students are engaged; and
• reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and maintains
high achievement expectations for all students, including
students with disabilities and students who are limited
English proficient.
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3 Principles of UDL
• multiple and flexible means of representation or
presentation of information
• multiple and flexible means of action and expression
of learning by children/students
• multiple and flexible means of engaging and
maintaining engagement of the learner
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Goal of UDL
To build purposeful, motivated, resourceful,
knowledgeable, and strategic goal-directed
learners
• there is no one best way to learn
• there is no one best way to demonstrate
attainment of proficiency
• there is no one best way to motivate and
engage
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In Early Childhood Settings UDL means:
• providing choice in materials used with students in
teacher led instruction and used independently by
students
• enhancing and extending opportunities for
communication and interactions
• providing play based resources that can be
accessed by the widest range of children possible,
including those with physical, sensory or
developmental disabilities, self-regulation
challenges, English Language Learners, or just late
bloomers
• promotion of best practices with young children, by
providing a multi-sensory, engaging learning
experience that meets varied development needs
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Assistive Technology for Young
Learners
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Assistive Technology
Misconceptions create limited recommendations for AT or
AAC in young children
• provider perspective that children with disabilities must
possess an understanding of cause and effect or other
cognitive skills before they can effectively use AT devices
( Sullivan and Lewis, 2000; Cress & Marvin, 2003)
• providers believe that using AT means giving up on a
child being able to learn to perform a particular skill
independently (Mistreet, 2004)
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Apps as Assistive Technology
• primarily focused on
communication with young
children
• access to literacy
• access to play
• visual supports/visual
schedules
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Go Talk Now
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communication/AAC
customizable
literacy
curriculum
switch accessible
only one of many AAC
apps available
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FTVS HD App
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What are your thoughts now?
• Mobile technology and the apps that are a part of this can be
used in meaningful ways, even with the youngest learners.
• While screentime and media should not dominate a young
child’s play, it can be used effectively to promote language
development, play, interactions with peers and adults, and the
development of critical preschool skills
• What do you think? Type in the chat window and let me
know!
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Discussion
In the Discussion Section of the course, respond to each of the
following questions and be sure to comment on at least 2 of your
2 of your peers’ responses.
1.
How do you currently use technology with young children?
2.
How will you apply what you have learned from the webinar in
your early learning environment?
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Instructional Activity:
Early Learning Policy Statement
For this week's’ instructional activity you will create a classroom/early learning
environment policy statement with recommendations for media use with young
children, including how you will share/disseminate the policy.
Be sure to include the following:
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A one paragraph statement of 3-5 sentences that sums up your classroom
philosophy for use of technology
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A bulleted list of recommendations for use of technology by early childhood
professionals and parents
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A short paragraph detailing your plan for sharing and dissemination of this
philosophy and recommendations.
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Come see me in person at ATIA
2016!
Pre-conference Tuesday 2/3/16:
Universal Design for 21st Century Learning
Regular Conference Sessions:
• Twitter 101
• Twitter 201--Expanding Your Reach
• Teaching the Swipe Generation
• PD Smackdown!
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More from CTD on The Swipe Generation
• Join us for the next webinar on Tuesday October 27,
2015 @ 4pm EST, Exploration of Apps and Other
Resources for Supporting Language and Literacy
in Young Children
• and
• Monday November 2, 2015 Supporting Play and
Problem Solving in Young Children in the Context
of a UDL Early Learning Environment
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Resources Available from:
Diigo “Swipe Generation” Articles, websites, reviews
https://www.diigo.com/user/possbeth/%22swipe%20g
eneration%22
Pinterest Pre-K Apps page
https://www.pinterest.com/possbeth/apps-for-pre-k/
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“Assistive and Instructional Technology
Supporting Learners with Disabilities”
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