Analyze whether the integration of technology is feasible based on the ages/stages of the children you will work and the time and resources.Discuss.

2.

 

After reviewing the DIY Professional Development page:

 

  • Select a minimum of two resources from the Resource Roundup (resources are listed by topic).
  • Create a four-to five-page paper (not including title and reference pages) that addresses the following:

 

1.      Discuss the technological tools you would like to introduce to the infants and toddler you work with (or will work with in the future).

 

2.      Explain how the selected technological tools will impact the social and emotional development of your selected group. Could this have been achieved without technology?

 

3.      Assess the anticipated steps you must take to ensure that you safely integrate technology while supporting children’s social and emotional development.

 

4.      Analyze whether the integration of technology is feasible based on the ages/stages of the children you will work and the time and resources.

 

Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. In addition to the course text, utilize at least two scholarly sources to support your points.

 

Required Reference

 

Hearron, P. & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River: Pearson.

 

http://seltechnology.weebly.com/

 

http://www.slideshare.net/HatchEarlyLearning/technology-for-social-emotional-development-nhsa-2012

 

http://www.naeyc.org/files/naeyc/PS_technology_Examples.pdf

 

http://www.edutopia.org/diy-professional-development-resources

 

Other References

 

American Academy of Pediatrics. (November, 2011). Media use by children younger than 2 years. Pediatrics 128(5), 040-1045. DOI 10.1542/peds 2011-1753. Retrieved from http://pediatrics.aappublications.org/content/128/5/1040.full

Copple, C., & S. Bredekamp, eds. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC: NAEYC.

Hearron, P. & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River: Pearson.

Maynard, A. E.  (2009). What we thought we knew and how we came to know it: Four decades of cross-cultural research on cognitive development from a Piagetian point of view. Human Development, 51: 56-65.

Montessori, M. (1995). The absorbent mind (C. A. Claremont, Trans.). New York: Henry Holt and Company. (Original work published 1967)

Müller, U., Carpendale, J. I. M., Smith, L. (Eds.) (2009). The Cambridge companion to Piaget. Cambridge, MA: Cambridge University Press

Vega, Cecilia., Producer. (2013). Generation iPad: Could it hurt toddlers’ development? [Video] Retrieved from http://digital.films.com/PortalPlaylists.aspx?aid=18596&xtid=54909

National Association for the Education of Young Children. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from http://issuu.com/naeyc/docs/ps_technology_issuu_may2012?e=2112065/2087657

Piaget, J. (1977).  Gruber, H. E.; Voneche, J. J. (eds.) The essential Piaget. New York: Basic Books.

Robb, M. (2013, March 12). For infants and toddlers in the digital age: Time with adults still matters most [Blog Post].  Retrieved from http://www.fredrogerscenter.org/blog/for-infants-and-toddlers-in-the-digital-age-time-with-adults-still-matters-/

 

Valkenburg, P. M. & Vroone, M. (2004). Developmental changes in infants’ and toddlers’ attention to television entertainment. Communication Research (31)3, p. 288-311. DOI 10.1177/0093650204263435. Retrieved from http://crx.sagepub.com/content/31/3/288.short