Part A - Literature review

Introduction

Today, technological integration in early childhood education and care context is considered more valuable as supporting activities in mathematics and science. Children born between 0-5 years benefit from the use of technology tools in both family and early education settings in that concepts can be learned through the use of numbers, shapes, colours and other objects of fascination (Arnott, 2017). Including tablet computers, educational applications, interactive whiteboards, and programmable toys, such products enable childrens interaction, as well as their thinking and early scientific literacy.

However, the integration of digital technology in the context of integrated early childhood education and care also poses several concerns regarding the amount of time children spend in front of screens, the nature of the content and the fair distribution of technology among developmentally and socially diverse children (Highfield & Goodwin, 2013). This paper aims to identify the main areas of concern related to mathematics and science learning using ICT in early childhood education. Where such technology is carefully introduced and deliberately utilized, the paper claims that technology has the potential to be a helpful construction that may enrich the learning and development of young learners within a well-structured play-based curriculum. This scenario is followed by a review of the pedagogical strategies that are needed for educators to integrate these tools and make them supplement learning as opposed to replacing learning through play effectively.

Key Issues Relating to Young Children's Use of Digital Technology

A. Digital Technology in Early Childhood

Digital technology in early childhood encompasses a diverse array of tools and devices, each with the potential to significantly enhance learning experiences for children aged birth to five. From tablets and educational apps to interactive whiteboards, digital cameras, and programmable toys like Bee-Bots, these tools are designed to be engaging and accessible (Bird & Edwards, 2015). They offer young children exciting opportunities to explore foundational concepts in mathematics, such as counting and shapes, and to engage with science in interactive and intuitive ways.

Teaching and learning with digital technology in early learning settings and at home plays a crucial role in fostering the cognitive and motor development of children. By offering them explorative and problem-solving learner activities, these tools, such as tablet-oriented applications, can develop an interest in early programming, which in turn fosters logic (Murcia et al. 2018). Similarly, applications oriented around digital microscopes can help children develop scientific inquiry skills through the observation of natural objects.

B. Benefits of Digital Technology in Early Learning

Early learning technology presents several advantages regarding facilitating important points in young learners mental development and constructed understanding. It is most helpful in improving cognitive and problem-solving skills because most of its activities are pretty fun. Research also proves that kids can develop early mathematical and scientific reasoning through educational applications, where children can interact with objects through touch, experiment with patterns, and solve the games, which in return helps them develop top-flight ideas regarding counting, classification as well as categorization (Sakr, 2017). These activities align with young learners curiosity and the need to use playfulness when teaching concepts that may be hard for any learner or user to understand.

Another significant advantage of early learning technology is its potential to cater to learner differences and individuality. Digital resources are often designed with features that can be tailored to each childs unique developmental needs. These resources typically offer a range of difficulty levels, allowing children to progress at their own pace. This adaptability not only increases children's motivation and engagement but also fosters a sense of confidence as they practice and master new skills (Radesky & Christakis, 2016).

In addition, it helps to transfer children from home into early learning settings through digital media. The application of the same tools and apps at home makes it possible for the parents to support the concept that educators introduce to the students. It also allows parents to become more involved in a childs learning progress and development by providing progress scores and setting up learning events. In conclusion, it is suggested that integrating digital technology complements a play-based curriculum that improves intellectual and socio-emotional development during early childhood.

C. Challenges and Risks Associated with Digital Technology

Like for any other tool, using digital technology in the early learning context has both opportunities and risks regarding screen time, accessibility and content. That is why one of the issues that require more attention is the possibility of spending too much time sitting in front of screens, leading to negative consequences for childrens physical condition and motor skills development. The restricted and supervised TV and other media use in young children and not allowing any screen time during the hours children could be viewing or playing content (Teichert et al. 2021). It can also reduce the childs physical play, stressing motor skills because they are always indoors, likely glued to the screens.

Equity and accessibility are two other critical factors in the digital learning landscape. There are significant disparities in learning opportunities among students, as not all families and early learning centres have access to high-quality digital materials. These socioeconomic factors can lead to some children being left behind in the digital age, perpetuating a digital gap that hinders equitable learning. Addressing these issues requires policies that ensure equal opportunities and provide the necessary tools and equipment for all children, regardless of their background (Plowman & McPake, 2013).

One more threat associated with the quality and relevance of the materials used in the work. Most of these resources are not developmentally appropriate for young children, and some apps are only entertainment-based. However, this paper focused on the argument that for technology to be relevant, teachers must choose and implement technology solutions relevant to learners' given learning goals and developmental needs. This underscores the need for staff development and training to better support teachers in incorporating technology in developmentally healthy ways for children.

D. Pedagogy and Practice in Early Learning Contexts

Exploring and developing pedagogy and practice in early learning environments age 3 to 7 years studies and supports teachers and practitioners in providing ICT in a meaningful, developmentally appropriate, and play-based context. The EYLF refers to technologies in learning as one of the outcomes, an endorsement of technology in learning experiences that fosters exploration, innovation and cooperation (Palaiologou, 2016). When utilized purposively, digital tools allow for providing hands-on practices that embrace these pedagogical values. For instance, in a group game where a child has written an equation with chalk on a board or drawn on an interactive, children are forced to share the same screen while solving, thus improving their social skills.

Play-based pedagogy emphasizes the pivotal role of educators in supporting learning through the use of technology. It provides guidelines for the effective use of Information and Communication Technology in early childhood education. Educators are responsible for identifying developmentally relevant apps and purposefully mediating children's interactions with those applications. For example, programmable toys such as the Bee-Bot can be used to teach children about coding through play, and nature exploration applications can support the scientific investigation of interactive nature through games, videos, and photographs (Bird & Edwards, 2015).

3. Position on Digital Technology in Early Learning Services

Underlining the importance of purposeful and deliberate use, the integration of Information Communication Technology should be supplementary to the play-based and emergent curriculum services offered in early learning services. It must be used with clear intent to correspond to the child's development processes and learning preferences (Highfield & Goodwin, 2013)). When employed effectively, technology supports the delivery of learning experiences beyond that of traditional teaching; learning activities that foster the acquisition of cognitive, social, and motor skills as well as early mathematical and scientific reasoning.

The Australian development to support young learning and development, the Early Years Learning Framework (EYLF), outlines the philosophy of using technology as part of the resources to support learning and discovery by educators. However, while using such gadgets educators and caregivers should balance the use because young kids spend most of their time passively interacting with those gadgets.

Furthermore, for the virtual generation to be effective, early learning services must spend money on expert improvement, equipping educators with the skills to pick appropriate assets and correctly integrate appropriate assets and correctly integrate them into the curriculum. By doing so, educators can create rich, getting-to-know environments in which kids use the era as part of a broader toolkit for exploration and discovery, fostering an effective and balanced relationship with digital equipment that enhances their knowledge of experiences and development.

Part B - Digital Technology Resources

Resource 1: Bee-Bot

• Cost: Approximately $90 USD per unit

• URL: https://www.bee-bot.us/

• Description: Bee-Bot is a fascinating, programmable floor robotic mainly designed for young children to introduce them to the essential standards of coding and robotics in a playful, age-appropriate way. The robot resembles a friendly bee, entirely with vibrant colourations and a simple, child-friendly interface, making it an attractive device for early first-year students.

Children can enter a series of instructions (forward, backwards, left, and right) using the buttons located at the top of the Bee-Bot. This feature not only encourages them to think critically about the sequence of actions but also fosters a love for learning as they navigate the robot along a predetermined course (Hirsh-Pasek et al. 2015). As children experiment with different commands, they learn the fundamental coding principles of sequencing and logical thinking. The physical act of placing the Bee-Bot on a mat or a ground surface, then programming it to follow a course, enhances their spatial awareness and problem-solving skills, instilling a sense of accomplishment and curiosity.

• Justification: Bee-Bot is not just a learning tool, it's a social catalyst. It supports early mathematical and scientific learning by introducing foundational coding principles, such as sequencing and problem-solving, in a playful, age-appropriate way. This resource not only encourages children to think logically as they predict and plan the robots actions but also promotes social skills as they collaborate with peers to achieve goals. Bee-Bot aligns with the play-based approach mentioned in the (EYLF), as children use trial and error and collaborate with friends, promoting social skills and teamwork.

Resource 2: ABC mouse Early Learning Academy

• Cost: Subscription-based, approximately $12.99 per month

• URL: https://www.abcmouse.com/

• Description: ABC mouse is a comprehensive interactive mastering app designed especially for youngsters aged 2 to 8. It offers an attractive platform to guide early arithmetic and science training. The app offers a rich array of activities that cover foundational concepts, including counting, styles, shapes, fundamental addition, and an exploration of animals and their habitats.

One of ABC mouse's standout functions is its gamified mastering method, which integrates academic content into playful and interactive studies. Children are inspired to analyze via many attractive codecs, including songs, memories, and puzzles that capture their interest and make getting to know fun (Palaiologou, 2016). The app includes vibrant animations and colourful snapshots that create a visually stimulating environment, encouraging kids to discover and interact with one-of-a-kind learning modules.

• Justification: ABC mouse aligns with young children's developmental desires by offering attractive, self-paced learning reviews. The app's interactive and colourful interface helps mathematical learning by offering visually appealing and age-suitable principles. It also consists of technology-themed activities that encourage kids to take a look at, hypothesize, and experiment, fostering early inquiry competencies. ABC mouse's dependent progression device permits kids to research at their own pace, selling personalised mastering that meets personal developmental milestones (Radich, 2013). The aid also allows parents to interact with their youngsters, bridging home and academic contexts and selling selling continuity of getting-to-know reports.

Resource 3: Tiggly Shapes

• Cost: Approximately $29.99 USD

• URL: https://apps.apple.com/us/app/tiggly-shapes-got-talent/id983631516

• Description: Tiggly Shapes is a revolutionary interactive learning device designed to engage young children in early mathematical and geometric principles through a unique mixture of physical manipulatives and virtual play. The resource includes colourful, tactile form toys that kids can bodily manipulate, such as triangles, squares, circles, and rectangles. Each shape is designed to be long-lasting and easy for small hands to comprehend, promoting excellent motor abilities as children discover and play.

When youngsters vicinity these form toys at a pill or cell phone display, the accompanying app acknowledges the shapes and responds dynamically. This interactivity allows children to see the shapes that come to lifestyles through animated comments, which could encompass sounds, colourations, and visual outcomes that support studying (Plowman & McPake, 2013). The app gives many puzzles and innovative activities that guide youngsters in figuring out shapes, colours, and spatial relationships. For instance, kids may complete patterns, suit shapes, or build systems by following instructions or exploring their creativity.

• Justification: Tiggly Shapes is designed to provide an interactive and multisensory approach to early mathematics learning, effectively engaging children both physically and cognitively. It aligns with the standards of the EYLF by integrating play-based learning with intentional teaching techniques. By manipulating shapes and observing their effects on the screen, children develop spatial reasoning skills and gain familiarity with geometric concepts.

Resource 4: Magnifier & Microscope App

• Cost: Free (with optional in-app purchases)

• URL: https://play.google.com/store/apps/details?id=com.hantor.CozyMag&hl=en_IN

• Description: The Magnifier & Microscope app transforms the digicam on a cell phone of a children 's-powered magnification tool, enabling children to explore their surroundings with a close-up view of gadgets. With zoom abilities of up to 10x or more, the app permits children to observe exceptional info on herbal items, including leaves, plants, insects, rocks, and other materials they come across for the duration of outside play or exploration sports (Teichert et al., 2021). The app additionally consists of capabilities like adjustable lighting fixtures and attention controls, assisting children to honestly examine textures, styles, and colourations that are invisible to the bare eye. Additionally, the app allows capturing snapshots and films of the magnified gadgets, allowing kids to record their discoveries and revisit their observations later.
  This interactive, palms-on experience supports clinical inquiry by encouraging children to study intently, ask questions, and make connections between their observations and the arena around them. This app allows kids to develop critical classification, assessment, and identification abilities, forming the basis for more excellent superior scientific ideas as they develop (Gjelaj et al., 2020). Educators and caregivers can use the app to manual children's learning, asking open-ended questions about what they see and encouraging them to explore similarly, fostering an experience of curiosity and surprise approximately the herbal international.

• Justification: This app encourages clinical exploration and inquiry, two essential aspects of early science. It supports the development of childrens research skills by permitting children to observe the environment around them in more elements, stimulating interest and essential thinking. This app permits educators and parents to facilitate hands-on activities wherein childrens can report and discuss their findings which aligned with the EYLFs emphasis on fostering a sense of surprise and clinical exploration (Australia, 2018). Using mobile technology for clinical remark empowers children to engage with their environment interactively. By integrating this device into nature walks or lecture room explorations, childrens broaden their critical inquiry capabilities whilst accomplishing significant, play-primarily based studying reports.

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