Teaching the Swipe Generation

Beth Poss

Possbeth@gmail.com

@possbeth

Contact

• possbeth@gmail.com
• @possbeth
• https://www.pinterest.com/possbeth/apps-for-pre-k/

Today’s Toddlers

“Today, 2 year olds can unlock a phone, open and close their favorite apps all by themselves…

When I was that age I was eating dirt.”

Today’s Outcomes

• Cite examples of current research on the use of technology for children birth to 8 years
• Differentiate the implications of Assistive Technology for young children with disabilities vs. the use of technology as an early learning tool
• Identify developmentally appropriate apps and other technology resources that support the growth of language, play, literacy and early math skills, including assistive technology tools for access and communication
• Consider how to include developmentally appropriate technology in IFSPs and IEPs

Technology: The Swipe Generation

some time is needed for them to cool down or have a break

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Toddlers and Technology

Survey: What are your thoughts?

• Infants and toddlers:
• Should have no screen time.
• Some screen time is ok.
• It does not matter.

Let’s Play!

Comment in the Chat Pod

• What did you like?
• What did you dislike?

Policy Statements to Guide Use

• National Association for the Education of Young Children (2012)
• American Academy of Pediatrics (2016)
• Zero to Three (2014)
• RAND Corporation (2014)
• National Education Technology Plan (2017)

AAP Guidelines: Updated Fall 2016

• 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

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.”

• Optimize opportunities for young children’s cognitive, social, emotional and linguistic development
• Interactive vs. non-interactive/solitary
• Technology for technology’s sake vs. a means to an end
• Assistive Technology
• Servers as a way to strengthen adult-child relationships
• Effective uses are active, hands-on, engaging, and empowering

NAEYC: 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.”

Language & Literacy: irretrievably intertwined

Play is central to development & learning

Children’s interactions with technology and media mirror their interactions with other play materials and include sensorimotor or practice play, make-believe play, and games with rules. Therefore, young children need opportunities to explain technology and interactive media in playful and creative ways.

RAND: Moving Beyond Screen Time

Six Considerations in Redefining Technology Use

• Is it purposefully integrated to support learning?
• Is the use solitary or taking place with others?
• Is the activity sedentary or mobile?
• What are the content and features of the media?
• Are the device’s features age-appropriate?
• What is the total screen time involved?

National Education Technology Plan

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 2D with 3D experiences reduces the transfer deficit

Zero to Three Recommendations for Parents

• Participate in the screen experience to make it a language rich, interactive activity
• Create transference from 2D to 3D by making the connection between what she sees on 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

Video Conferencing for Babies

• Research shows that infants are able to distinguish between an adult interacting with them in real life 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

Balance technology based activities with non tech activities

What is UDL?

• Universal Design for Learning (UDL) is a framework for curriculum design, instruction and assessment that gives all students equal opportunity to learn and to demonstrate what they have learned.
• It is not a special ed initiative—it supports the learning of all students.

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Choices for Young Children

• Children make meaningful choices within the environment
• Children learn how to learn

How many ways can you make a pig?

Three 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

Core of UDL

• Plan for choice because
• There is not one best way to learn
• There is not one best way to demonstrate attainment of proficiency
• There is not one best way to motivate and engage

UDL in Early Childhood Settings

• 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
• Promoting of best practices with young children, by providing a multi-sensory, engaging learning experience that meets varied developmental needs

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See: Checklist to support UDL reflection in your early childhood classroom (Mistrett 2016)

Assistive Technology

• Misconceptions create limited recommendations for AT or AAC for 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 & 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 (Mistrett, 2004)

Incorporating Technology into the IFSP or IEP

• How does the family view technology as a part of their routines?
• Priorities, needs, and concerns?
• How is the technology going to be used?
• Built into the outcome or goal?
• A service or a strategy?

Appalanch

• Common Sense Media
• Resource for app and other media reviews

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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)
• Includes 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

Apps that promote open-ended play and problem solving

• My PlayHome Series
• Toca Boca Apps
• Face4Kids
• Wood Blocks for Kids
• Sesame Street Family Play
• Tiggly apps

Using Apps to Build Language

• Vocabulary
• Turn taking
• Expand communication intent
• Initiate language
• Encourage expressive output
• Support comprehension
• Augment oral language

Apps that promote literacy and language

• Epic!
• David Wiesner’s Spot
• Open eBooks
• Switch Kids
• Toca Boca apps
• Tiggly apps
• Metamorphabet
• Magnetic Alphabet
• Curious World/Arthur Stories
• Reviews

EPIC!

As Easy as ABC…Metamorphabet

Apps to Promote Creativity and the Arts

• MOMA’s Art Lab
• Drawing Pad
• Art of Glow
• Toca Band
• iMovie
• Book Creator
• Musical Me!
• Explorart Klee
• ABC DC An Art Alphabet

Movement—Fine and Gross

• Dexteria Jr
• Drawing Pad
• Elmo Video Maker
• Yogaverse— I am Love
• Draw and Tell
• Get out and video/take pictures!

Apps to Promote Social Emotional Development

• Breathing Bubbles
• Settle Your Glitter
• Breathe, Think, Do with Sesame Street
• FTVS– First Then Visual Schedule

Share Out in the Chat Pod

• What are your closing thoughts?

Final Thoughts

• Mobile technology and the apps that are a part of this can be used in meaningful ways, even with the youngest learners.
• While screen time 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.