Now, let’s talk about screen time. A contentious issue for many parents and educators, especially with regards to children under 5.

In many centres, children ask to see their ‘Storypark’ photos and videos every day and become documenters of their own learning by taking photos and videos, as well as recording their own voice and reflection in the comments area. With the increase of internet capable devices, iPads, tablets and phones being used in early learning centres all around the world, children are able to access videos of their play in a secure digital environment and feel valued about their work being seen and acknowledged.

But doesn’t this mean MORE screen time? In a sense, it does – but in places like New Zealand and Australia, educators are starting to consider the notion of screen time as being more complex than the guidelines set out by the American Association of Pediatrics in 1992. In line with the new guidelines issued last year, the use of screens as a communication tool is deemed as appropriate by both the AAP and many practitioners.

They are considering the type of screen time children are having, rather than the amount of time in general. It’s really about whether a child is a passive consumer or is an active participant in technology.

Hear Dan Donahoo talk more about the problem with screen time:

Some more excellent articles and videos on this topic:

How dropping screen time rules can fuel extraordinary learning

Research about how children are using technology to learn at home – Dr Joanne Orlando

Moving Beyond Screen Time – Redefining Developmentally Appropriate Technology Use in Early Childhood Education

Enriched, Engaging and Excellent Education – is there an app for that!? – Dr Kate Highfield

Technology in Early Childhood Education – Encyclopaedia on Early Childhood Development

Posted by Storypark

Try Storypark for free and improve family engagement with children’s learning

Leave a reply

Your email address will not be published. Required fields are marked *