ENGAGES AND INTERESTS LEARNERS

This can occur when ICTs are used intentionally and appropriately within the early childhood context (National Association for the Education of Young Children, 2014). For more info visit http://www.naeyc.org/content/technology-and-young-children.When young children explore technology they are able to access and view information quickly, they can also analyse the results given to them, evaluate and synthesise their findings (North Central Regional Educational Laboratory, 2005). Visit http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm for more understanding.

This relates to the early childhood classroom as all children can participate and use technology resources regardless of their cultures, disabilities etc (Freedman, 2011). For more research visit http://www.ictineducation.org/home-page/2011/3/3/13-reasons-to-use-educational-technology-in-lessons.html This technology therefore has the potential to cater for a range of different learning styles (American Association for the Advancement of Science, 1999). This then allowing children to have the freedom to follow diverse paths towards a goal (Wright 1994). This flexibility can then reveal each individual’s child’s hidden strengths (AAAS, 1999). For further understanding visit http://www.project2061.org/publications/earlychild/online/experience/clements.htm

INTENTIONALLY AND APPROPRIATELY

EARLY CHILHOOD CLASSROOM