Technology in Early childhood Literacy (Kindergarten)
For this Assignment, create a simple message related to the case study. In addition, identify three different audiences to which to communicate the message. These audiences may be extracted from the case study documents, or you may identify different audiences appropriate for the message.
Consider how you might convey the same message in writing to the three different audiences for your case study.
To prepare for this Assignment, review the documents related to your selected case study. Identify an aspect of the case study which would require a simple message for three different audiences. These audiences may be extracted from the case study documents, or you may identify different audiences appropriate for the message.
a 2-3 page document in which you:
- Explain the simple message related to your case study which you wish to communicate
- Create three written communications – one for each of three audiences you identified – using the appropriate type of writing for each context. (Each written communication should be approximately 2 paragraphs long).
- Explain why different types of writing are appropriate for different audiences/stakeholders. Provide specific examples.
- 3 different audiences are
1.teachers ( how to help their students)
2.parents ( easy to understand, parent involvement, more details, how to support their student
3. principal (the benefits, teacher support)
Technology in Early Childhood Literacy (Kindergarten)
The integration of technology in learning has proven critical for quality improvement and the enhancement of efficiency in all processes. The application of technology continues to rise in early childhood learning programs. The use of technology continues to promote quality improvement by enhancing efficiency in the teaching and learning programs. The integration of technology in classroom teaching, program management, and professional development impacts on teachers, the children, and parents significantly. However, it is imperative that state governments work on creating and implementing learning standards for kindergarten learning and teaching. Integrating technology in the standards would play a critical role in the promotion and enhance the development of the learning and teaching processes. This essay addresses teachers, parents, and the principal on the influence of standards and technology in early childhood learning.
The development of state standards is critical for the improvement of the effectiveness of early childhood education. The standards should focus on quality improvement and consider the concerns of the children. As such, they should be created after extensive research on child development and include factors that promote the full development of the children. Further, the standards should consider that children develop and learn at different rates and thus attach flexibility in their application and implementation in the classroom. The process should, therefore, include all stakeholders (especially early childhood educators), sufficient testing to outline the possible impacts, and involve programs that meet the needs of the learners and ensure development (NAEYC, 2012). Integrating technology in the early childhood education would play a critical role in promoting the achievement of the major goals of the learning standards. The technologies should improve the learning process and have positive impacts on the children, the parents, teachers, and the stakeholders.
Addressing the Principal – Using a Report
Integrating technology into the early childhood education/learning provides different benefits. Technologies enhance digital literacy among children and allow the effective transition from Kindergarten. The impact of technology and interactive media is great in the society and continues to influence communication and interaction in the society. Therefore, introducing children to the technologies in kindergarten creates an effective ground for the development of critical social and learning skills. Moreover, the technology enhances the efficiency of the teaching process. However, the technologies also pose significant issues of concern for the children. For instance, NAEYC (2012) asserts that technologies in early childhood learning are developmentally inappropriate (Wardle, 2008).
Using technology and interactive media may cause negative impacts such as limited development and health issues like obesity (NAEYC, 2012). Other negative impacts may include irregular sleep patterns, poor development of language and social skills, behavioral issues, focus /concentration problems and poor academic performance. The principal must offer sufficient support to the administration. The support allows the effective implementation of the technologies to promote the positive impacts while minimizing the negative impacts. The administration should ensure the effective allocation of resources to promote effectiveness in the implementation of technology in early childhood literacy.
A report, often prepared after a discussion among stakeholders, is an effective communication means. While addressing the principal on matters concerning technology early childhood literacy, it is important to include well-researched information and expert opinions. The report allows the inclusion of such information in the communication. As such, it is effective writing and communication means (NAEYC, 2016). The principal is likely to act after receiving credible information on the topic as opposed to other informal and seemingly inaccurate communication means.
How Teachers can Help their Students
The influence of technology on children is mediated by the teachers’ use of developmentally appropriate practices and principles such as those applied in teaching print materials and other learning tools/content for kindergarten learners. The teachers play a critical role in the process. Therefore, every teacher must focus on making informed decisions concerning the application of technologies in teaching young children. The process must consider critical issues such as the learning process and the development of the learner. Therefore, teachers must have information and resources concerning the nature of the tools and technologies and their implication on children. In helping the children, the teachers must ensure that the technological tools do not harm the children. According to NAEYC (2012), the teacher should focus on the enhancement of the child’s social, physical, emotional, and linguistic development. The technologies, therefore, should be integrated playfully to support creativity, play, exploration, and outdoor activities to ensure the children benefit wholly from the process.
Moreover, for the promotion of the overall development of the child, the teacher must ensure that the technologies do not interfere with the learners’ healthy communication, interaction, play or any other developmentally appropriate activities (NAEYC, 2012). The communication of these concerns to the teachers is critical. In the school setting, these can be communicated through internal memos. The means of communication ensures precision and is efficient. It ensures that every teacher is informed and that their decisions are guided by the developmentally appropriate practices and principles.
Parents play a critical role in the enhancement of the learning process. Their interaction with the children influences their social lives and affects learning significantly. As such, in the implementation of technology in early childhood learning, parent involvement is crucial. Parents should play a role in promoting the application of technology in learning. As technology continues to influence communication and social interaction, teachers should forge relationships with early childhood educators to create an effective ground for the application of technologies in learning (NAEYC, 2016). There is a need to ensure family engagement in the process and support children and teachers in the implementation of the technology.
Achievement of success in integrating parents
in the learning process will be determined by the efficiency of the
communication styles used. The school should ensure that parents are
well-informed by using efficient communication such as emails and letters. Using
parent details, the administration should communicate the critical information
to the teachers through emails or letters. Following the extensive use of
technology in the society, the utilization of the online platform, such as
using emails would be important in advancing the main agenda (Donohue,
The process will encourage the development of a strong teacher-parents,
parent-children, and teacher-student relationships. Further, the inclusion of
parents allows the effective selection, use, and integration of technologies in
learning. Informed parents also understand which technology to use and how to
use it in the home environment (NAEYC, 2012).
Donohue, C., 2015. Technology in early childhood education. [Online]
Available at: http://www.childcareexchange.com/catalog/product_info.php?products_id=5015417
[Accessed 11 April 2016].
NAEYC, 2012. Technology and young children: Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. [Online]
Available at: http://www.naeyc.org/content/technology-and-young-children
[Accessed 11 April 2016].
NAEYC, 2016. Effective Classroom Practice: School-Age Children. [Online]
Available at: https://www.naeyc.org/content/technology-and-young-children/school-age-children
[Accessed 10 April 2016].
Wardle, F., 2008. The role of technology in early childhood programs. [Online]
Available at: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302
[Accessed 10 April 2016].