New guidelines on using technology in the early years

Using technology with children in the early years is an area which is becoming more frequently discussed as more children are becoming more competent with technology with many now owning their computer tablets. There are concerns that sometimes children are spending too much time on technology and not engaging in other areas of learning such as being in the outdoors.

The US have released new guidelines for technology us and although the UK follow a different curriculum and our education system works in a different way the findings can very much be applied to children in the UK in the early years. The document ‘Guiding principles for use of technology with early learners’ was released by the department of education and health and human services (2016) and offers for guidelines for those with children in the early years or working in a childcare setting.

What do the guidelines tell early years workers?

The guidelines do not inform practitioners of any specific time restrictions on how much time children should be spending on technological devices or what devices they should be accessing. The guidelines inform childcare workers that technology can be used to aid learning. This is something which is recognised by the early years foundation stage (EYFS) with a whole section being designated to supporting children’s development in the use of technology. The guidelines explore social inequalities and suggest that using technology can support all children in learning and should be used to support all children. Also it suggests that technology should be used to form stronger partnerships with parents something the EYFS places a strong emphasis on. Many settings are already doing this through digital or online learning journals, emails, websites, Facebook pages and daily diary apps. The last recommendation made in the guidelines is that children gain the most from technology when their learning through these devices is supported by an adult. Scaffolding and the zone of proximal development are early year’s theories which many practitioners learn whilst completing their childcare qualifications so it is understandable that the guidelines are suggesting the best learning from technology comes from adult interaction, again this is supported by the EYFS through the positive relationships theme.

The document explores how children should be encouraged to explore apps or games on devices which encourage them to explore their characteristics of effective learning such as creating and critically thinking. This may be something for early years practitioners to consider when they are choosing which programmes or forms of technology the children have access to.  

All of the guidelines are very much in synchronisation with the EYFS and what practitioners already know. It is down to individual settings to try and gain their own balance between technology lead activities and other experiences. Whenever in doubt refer back to the EYFS and it will state the milestones that should be achieved and what can be done to support these.