Abstract
New
technologies can be very powerfully in supporting the creative potential of
young children. Experts believe children three years old and older can begin to
effectively explore and use computers. Computers have been in early childhood
classroom since the early 19805. The use of computers and technology in early
childhood education has grown each year, and the ways in which technology tools
are used to manage and improve programme and enhance children learning have
expanded dramatically. The paper emphasize on the integration of ICT into
early- childhood education. The does and douts of using computer in early-
child education. Finally recommendation and conclusion was made.
INTRODUCTION
According to UNESCO (2006) information and
communication technology is defined as a from of technology that are used to
transmit, store, create, share or exchange information. This definition of ICT
includes such technologies as radio, television, video, DVD, telephone
satellite systems, computer and net work hardware and software, as well as the
equipment and services associated with these technologies, such as video
conferencing and electronic mail.
Information and communication
technology have greatly accelerated the process of globalization in recent
decades. According to Bon (2010) ICTs have increased world productivity and
global trade, facilitated business and industry growth, and enhanced education
and research collaboration.
ICT in Education
Information and Communication Technology in education
has been continuously tanked to higher efficiency, higher productivity and
higher educational out-comes, including quality of cognitive, creative and
innovative thinking, ICT is seen as key tools in acquiring, processing and
disseminating knowledge. If offers increasing possibilities for codification of
knowledge about teaching activities through being able to deliver learning cognitive
activity any where, any time (Adeosun 2010, Oguwji 2012) ICT have the potential
to accelerate, enrich and deepen skills, to motivate and engage students, to
help relate school experiences to work practice, create economic viability for
tomorrow’s workers as well as stein they teaching and helping school to change.
(Yusut 2005, Ogunji 2012).
The emphasize of this paper is on
the following:
-
Integrating ICTs
into the early childhood education.
-
Categories of ICT in
enhance each childhood education.
-
Roles of ICT in
enhancing early childhood education
-
Dos and don’ts of
using computer in early child-hood education.
-
Recommendation
-
Conclusion
Integrating
ICTS into the early child hood education:
Information and communication
Technologies are integral to our society. They influence the live of the
children we teach from the moment they are born. The meaningful integration of
ICTs into education is essential.
It is the responsibility of
education to prepare students for the future. (www.globlschoolnet.org/award)
Chattel
(2003) believes that we must change our focus and instruction as rapidly as the
reality of what literacy is. If we are to adequately prepare children for the
journey through life. In order to become information literate in an environment
children need exposure to ICTs in meaningful ways. Just like with reading and
writing, children also need to observe ICTs being used by adults in their
lives. Therefore, teachers should integrate ICTs into their programs, not
because it is required, but because ICTs are learning tools that provide
endless opportunities for children to partake in meaningful learning
experiences.
Advantages to ICTs Integration.
* ICTs are highly motivating for
children
* ICTs
have social benefits including the promotion of cooperative learning, peer
tutoring and the development of new friendships.
* ICTs
maintain young students interest in projects undertaken over long period of
time.
* ITCs
promotes problem solving, the development of critical thinking skills and
evaluative reflection about the loamy.
ICTs are tools for learning which
should be integrated throughout all curriculum areas in programms that are
student centered. In solving problems, finding information, recording data and
expressing their thoughts and ideas, children should feel free to use ICTs as
their tools. Challenges of integrating ICT research indicates that they are
three key challenges faced by early childhood teacher are
* Teacher knowledge of ICTs
* Access to adequate ICTs
* Lack of time other challenges are lack
of fund school administrated lack of basic social amenities even corruption
among.
*STRATEGY FOR INTEGRATING ICT IN EARLY CHILD
HOOD EDUCATION
UNESCO
(2006) formulate eight steps to follow on integration of ICTs in early child
hood education thus;
* Develop your potential
* classify your position
* Set your goals and objectives
* Build your enviroment
* Promote professional development of
your staff
* Integrate, observe and reflect
* Build networks
* Plan further development
Role
of ICTs in early childhood education we are always looking for the agric
bullet, something that will solve all our problems. And today this magic bullet
for education is technology. It wills solve all our problems. It will increase
academic skills, reduce dropout rates, eliminate the vicinal divide in academic
performance and increase SAT score and of will make the lives of teachers
easier (Wardle 2006).
ICT can be used as a tool for
acquisition of leaving skills. Television, video, video compact disc (VCD) and
digital video disc (DVD) technologies provide words, image, movement and
animation in combination with audio. This combination can facilitate reading
comprehension and accelerate learning. Such forms of ICT can also be
entertaining and thereby motivate the children. Television and other
audio-visual media can also provide a means by which to stimulate discussion
and critical thinking.
* Multimedia
software for enhancing reading skills. Net work for English acquisition and
reading (NEARSTAR) is designed to assist children to learn to read, it is also
targets children who a learning English as a second language. NEAR Star
computer programme is designed to motivate children to learn to read, using
multimedia; text, images, animation and audio, as well as fame like exercises,
songs and other entertaining activities that promote opportunities for learning
reading skills. The concepts in the lessons are supported with text, pictures
and dialogue. In addition, interactive multimedia provides a meaningful context
for the element learned.
* Little
Explorer: This project is implemented in Mexico by the
National Council for Education Development, use ICT to improve communication
skills and logical reasoning skills of young children. An innovative feature of
the little explorer project is that it promotes a collaborative educational
environment and encourage parental involvement in the children literacy
educational process.
* Audio
Books: this is available on audio-cassettes and CDS and recorded books.
They are believed to be useful in raising learners interest in reading and,
when used in conjunction with written texts, are useful in improving learners
comprehension of text.
* Electronic
Books and Online Texts: E-books are
electronic texts that are made available on the internet and CD-Rom. Some
electronic books incorporate text enhancements such as definition of words or
background information on ideas, others offers images that complement the story
e-books have the advantage over printed books in incorporate text enhancements
such as definition of words or background information on ideas, others offers
images that complement the story e-books have the advantage over printed books
in that they are searchable, they can be modified. It can only be viewed with a
computer and often the text resolution is poor.
* Talking
Books: These are electronic texts that also provide embedded speech. The
speech component can read out sections of the book and provide the
pronunciation of specific words within the text. Such books support & coach
students as they read the text of a story. Electronic talking books are
believed to increase motivation to read as well as promote basic world
recognition.
Furthermore, research findings
indicate that the use of talking books has assisted children to improve their
reading comprehension and their decoding skills. Talking books have the potential
to accelerate the speed of learning to read by offering readers immediate
access to a work’s pronunciation and thereby easing the need for the learner to
rely on context cuss to understand new works.
Dos and Don’t of Using Computer in Early
Childhood Programms:
* Provide
a computer center as one of many equally valued learning centers in the
classroom. Allow use, access, and choices as you would any other center.
* Do not
use time on the computers as a reward for other activities, behaviours, and task
completion. Do not only allow the well behaving children to access the
computers.
* Allow
children lots of time to explore how to use a computer: what can/cannot occur,
and simple exploration of the medium.
* Do not
sacrifice resources for important basis such as art materials, blocks, books
play dough, puzzles, water tables, outdoor playground equipment, to purchase
and maintain computers.
* Do carefully
evaluate all software, both for developmental appropriateness, and for
nonsexist, nonracist, nonstereo-typical, and nonviolent material. Do not accept
software brought form home without similar evaluation.
* Do not
use computer Lab. Public schools seems to love computer labs but, by
definition, it is simply impossible to integrate the ongoing class room
curricular if computer are isolated in a Lab. Where children must attend at a
specific time during the day.
* Don’t
use computers for drill and skill activities. This is one of the befits misuses
of computer with young children.
* Provide enough staff training that
teachers feel comfortable both with the computer in the classroom and the
software selected.
* Select
computer programs that are meaningful to girls and minorities.
* Do not
use software that reinforces gender/racial stereotypes, or that promote
violence as an acceptable way to solve problems this include computer games.
* Provide
ways for children with special needs to use computers, encourage individual
Educational plans (IEPS) that uses technology to address specific learning
disabilities.
* Do not
allow computer use to distract children time and attention from critical early
childhood activities, art, music, play, social interaction. Exploration of
books, climbing on the playground etc computer cannot replicate concrete
experiences hands on learning, men tiring by adults and older peers, and
exploration of the real physical and natural world.
* Insist
that software manufactures create developmentally appropriate materials that
develop and nature children’s knowledge and sensitivity to diversity.
* Don’t allow
manufactures, researchers and experts to present computer as magical solution
to our educational and parental challenges. Help parents become critical
computer software consumers.
* Make
sure needed training and support for computers in the programme dose not
detract from other needed training and support, such as working with children
with special need, literacy instruction, conflict resolution etc.
* Use a
screening device when using the internet kid desk, internet save, Net naming
and cyber patrol are some available ones. (Hangland 2000).
Recommendation
* Staff of children center should staff
of ICTs training
* Government
should make a policy that only professionals should work with early childhood
educators.
* Curriculum
planners should work to see proper integration of ICTs into the overall
curriculum is properly implemented.
* Government should fund the education
system properly.
* Corruption among school administrators
should be checkmated.
CONCLUSION
* ICTs change
the learning relationship between children and teachers.
* ICT
empowers children by granting them a voice they have never had before.
* They
open novel ways of designing dynamic things-they put children in touch with
ideas and concepts that used to be beyond their reach.
* They foster change in learning
strategies
* they open new pathways to social
interaction
ICTS toys and creative tools can change important
aspects of children’s learning.
REFERENCES
Chate.T. (2003) computer for infant and young
children. Child care information exchange.
Haugland S.W. (2000) Early childhood classroom in 21st
centuring: using computer to maximize learning. Young to maximize learning
young children.
Ogunfi J.O. (2012) Education and Information
communication technology (ICT) in Nigeria Educational system: the Journey So
far.
UNESCO (2006) Recognizing the potential of ICT on
early childhood education.
Wardle F. (2006) the role of Technology in early
childhood programs.www.earlychildhoodnews.com/earlychild hood