By Jay Blanchard, Terry Moore, Arizona State UniversityCollege of Teacher Education and Leadership, Research Presented by the Pearson Foundation - March 1, 2010
This white paper takes a first look at the everyday world of digital tools and media in the lives of three- to five-year-old children, with a particular focus on non-intentional learning opportunities in developing and least-developed nations. It begins a discussion about how digital media learning opportunities, including non-intentional opportunities such as cell phones and video games, when combined with intentional learning opportunities such as educational television or computers, may be affecting emergent literacy skills development (Anderson & Pempek, 2005). An understanding of this phenomenon is important, because when new digital tools and media, as well as novel combinations of old and new media, become available and commonplace, “the media that children use and create [will be] integral to their growing sense of themselves, of the world, and of how they should interact with it” (Center for Media and Child Health at Children’s Hospital, 2008, np).
"...Young children are not only immersed in a sea of digital media—up to two hours per day—they are also using it. Many have computers and can access age-appropriate web sites (e.g., Webkinz Jr., JumpStart World, MyNoggin). Several computers designed for preschoolers are currently available, including PeeWeePC, 2goE10, Disney Netpal by ASUS, Intel Classmate (see Appendix E), and OLPC’s XO (see Appendix F), offering USB ports, wireless capacities, and fully functional operating systems. All are designed to be user-friendly for young children. All but Aspire One have touch screens (for a more comprehensive evaluation, see Children Technology Review, May 2009). Clearly, many young children are developing digital media fluency..."
Download full white paper from here.
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