Scrolling through the Child Research Net website, I came across a topic that I wrote about years ago; early childhood and media usage. In light of the current usage of media in early childhood due to remote or hybrid learning, I thought it might be worth a look. This symposium provided an opportunity for researchers and general participants in the hope of exploring the potential use media usage in childcare facilities. In the discussion, professionals, health administrators and child advocacy groups expressed concerns on issues such as obesity proposed that noninteractive media not be used in early childhood programs.
However, Wainwright and Linebarger (2006) “concluded that while critics have issued many warnings against television and computers and their negative effects on children’s learning, the most logical conclusion to be drawn from the existing scholarly literature is that it is the educational content that matters—not the format in which it is presented” (Wainwright & Linebarger 2006 as cited in NAEYC, 2012). Working with early childhood remote learners, I have noticed that early learners do not want to engage in school work using this format, and parents from home are having a hard time managing their responsibilities whilst trying to keep their early learners engaged in class work.
Technology has been filtering in to the educational model as this mode opens up opportunities for cognitive and linguistic development, and has the potential to tap into social and emotional development.
Aside from this self interested topic, Child Research Net provides up to date information on the trending topics related to children. It invites child advocates to take part in projects, and open forums and conferences. The site is forward moving addressing many issues from different parts of the world, and is inclusive of the various sectors that maintain the interest in the development of children.
Child Research Net, https://www.childresearch.net/events/