What Do We Know and What Do
We Want to Know: Screen Time
and Accessibility in Early
Childhood
Technology Solutions for Early
Childhood: Shaping the Future
November 29, 2016
Tamara Kaldor, MS,
Assistant Director, TEC Center
What do we know?
April 3, 2010
#GAMECHANGER
NAEYC and Fred Rogers Joint Position
Statement
Effective uses of technology and
media are active, hands-on,
engaging, and empowering; give
the child control; provide
adaptive scaffolds to ease the
accomplishment of tasks; and
are used as one of many options
to support children’s learning.
New data!
New Guidance-AAP
• More descriptive than prescriptive –Parent
empowerment, reality-based
• Joint engagement and co-viewing – Using media
together improves learning
• Video chat – Beneficial screen time,
relationship-based, interactional quality
and socially contingent
• Parent media use and role as media mentors –
Most influential media role model
New Guidance-AAP
– No screens under for children under 18 months – Exception is
video chat
– 18 months to 2 years – OK to introduce high-quality media if you
watch with them
– 2 to 5 years – 1 hour daily limit, high quality, watch together
– No media use one hour before bedtime
• Concern about displacement – 12 hours of waking time -1 hour
of media use + time for family, reading together, social time with
friends, outdoor plays, imaginative play, time for boredom
New Guidance – DOE/HHS
Four guiding principles
• Technology, when used properly, can be a tool for learning
• Technology should be used to increase access to
learning opportunities for all children
•
Technology may be used to strengthen relationships
among parents, families, early educators, young children
• Technology is more effective for learning when adults and
peers interact or co-view with young children
Hot Topics -Research
•
•
•
•
•
•
VR and AR for social stories
Executive functioning
Assessment
Ebooks
Videogames
LAB time!
• Only .02% of entries coded
were longitudinal in nature,
63% were not funded
• 8-10% of studies coded
addressed populations that
were identified as either
SPED, ELL or Low-SES
From 757 entries of
research, tips, and policy
from June 2011-present
WAIT!
What about play?
What about when
the tech is not a
screen?
Digital Media can...
Digital media can be used not only to provide families with
information, but also, to increase their understanding to use
that information effectively and creatively. By doing so,
families take on the roles as lifelong educators and learners:
they become powerful teachers for their own children who
also gain new skills themselves.
Lopez, Caspe & Weiss, 2016
How can tech support
whole families, neurodiversity
and inclusion to empower
children, parents and
educators?
www.teccenter.erikson.edu
Photos courtesy of Google Image Search, Fred Rogers Center, Fred
Rogers Company, Erikson Institute, NAEYC, Early Learning Community at
Pacific University, Burley Elementary School, Ravenswood Elementary
School, University of Maine Center for Community Inclusion and
Disability Studies, Cassandra Mattoon and Chris Crowell
“Assistive and Instructional Technology Supporting Learners with Disabilities”
The Center on Technology and Disability is funded by the U.S. Department of Education,
Office of Special Education Programs (OSEP) under award #H327F130003 – 13A.