Opportunities For Language Use And Social Interaction example essay topic

The development of technology in the last change underwent major changes and significantly influences child development. This paper will present an overview of how modern technology impacts the way children learn and perceive new information. Young children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions (Kagan, Moore, & Brede kamp, 1995).

These dimensions include: Social and Emotional Development. The ability to form and sustain relationships gives meaning to learning experiences. Responsive interactions provide a sense of well-being that enables children to form attachments with others and participate positively in educational activities. Language empowers children to participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.

A child's health is connected to preparedness for and performance in learning activities. Healthy children are able to focus on and actively engage in experiences crucial to the learning process. Children need opportunities to interact with the people and objects in their environment, and to learn from their surroundings. Experiences and interactions with peers and adults allow children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems.

Children can be successful learners in many different ways. By understanding the predispositions and learning styles that influence a child's response to learning opportunities, adults can encourage and increase engagement. There is a substantial body of research on technology use with young children. A large portion of this research focuses on the use of computers to enhance social, language, and cognitive skills (Seng, 1998). Studies highlight the opportunities for language use and social interaction that technology offers, along with increased motivation. Computers also make possible experiences and representations that cannot take place in the real world, providing new experiences and improved understanding.

Technology cannot and should not replace human interaction or relationships, or take the place of activities such as reading stories together or sharing conversations with children. Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children's work (Clements & Na stasi, 1993). A classroom set up to encourage interaction and the appropriate use of the technology will increase, not impair, language and literacy development. Strategies to build socialization into computer use include placing two seats in front of the computer to encourage children to work together, placing computers close to each other to facilitate sharing ideas, and locating computers in a central spot to invite other children to participate in the activity (Clements, 1999). When used appropriately: Computers are intrinsically motivating for young children, and contribute to cognitive and social development (National Association for the Education of Young Children [NAE YC], 1996). Computers can enhance children's self-concept and improve their attitudes about learning (Siv in-Kahala & Bialy, 1994).

Children demonstrate increased levels of spoken communication and cooperation during computer use (Clements, 1994; Haug land & Wright, 1997). Fine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children struggle to form letters. A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation (Davis & Shade, 1994).