Trauma Exposure During the Early Years

Everyone experiences stress at certain points in their life, and some stressors can actually be healthy. However, children perceive and react to stressful situations differently than adults. 

A child's environment and relationships are potentially impacted when children are exposed to trauma at an early age. 

          Early childhood professionals have the responsibility of recognizing when a child is under extreme amounts of stress, as well as understanding the negative implications stress can have on young children. I am interested in understanding how a child's development is impacted when they experience a close family member being critically injured or ill. More importantly, I want to understand how to best support young children and families who experience the trauma of having a close family member become critically injured or ill to avoid the negative developmental implications. Feeling intrigued? Watch a short video from The Center on the Developing Child at Harvard University on how young children's experiences build their brain architecture. Experiences Shape Brain Architecture 

Critical Questions

• Which areas of a young child's brain are impacted from excessive stress?
• How is brain development impacted by excessive stress?
• What mental health services are available for young children who experience trauma at an early age?
• What type of support systems can early childhood professionals provide for families? 

Technology Predicament

"Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important" 

- Bill Gates

I've had the opportunity over the past 4 months to explore the role of technology in the lives of young children. What I have found most thought-provoking is that there simply isn't enough research out there to determine how much of an impact technology can have on early childhood programs. Current research has challenged my thinking to become cautious about what software and programs are being used with technology. This has inspired me to educate families on the importance of really knowing exactly what we are exposing our children to. Just because technology is marketed as educational, does not mean that it actually provides positive developmental benefits for children. What the field would truly benefit from is more research, and additional professional development for early childhood educators. I believe that technology should be used as a tool in the early childhood setting, but not as a replacement for interactions. Just as with any activity, technology must be developmentally appropriate, intentional, and interactive. 

"There can be infinite uses of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails."

- Nancy Kassebaum

For additional reading, check out the links below!

"Facing the Screen Dilemma: Young Children, Technology, and Education" @ http://www.allianceforchildhood.org

The Create Lab at CMU @ http://www.cmucreatelab.org

Advice for Parents in the Digital Age @ http://www.fredrogerscenter.org/media/resources/Elearticle_041712.pdf

Ele Early Learning Environment @

http://ele.fredrogerscenter.org

Tech For a Global Early Childhood @

http://globalearlyed.wordpress.com

"We need technology in every classroom and in every student and teacher's hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world." - David Warlick

Exploration Through Virtual Field Trips

         Looking for an innovative way to extend learning experiences in your early childhood classroom without breaking your budget? Virtual field trips are an innovative and inspiring approach to fostering learning during early childhood, and a great way to integrate technology as a tool into your curriculum. With an internet connection and a form of interactive technology, early childhood educators can embark on numerous journeys outside of the classroom with their students while never leaving the classroom! 

To learn more about virtual field trips and options available for educators, visit http://www.educationworld.com/a_tech/tech/tech071.shtml. Education World provides an overview for virtual field trips as well as links for available virtual field trips. You can also subscribe to receive free newsletters from Education World. 

Link to a real-life website so colleagues can learn more about it. 

Virtual field trips have influenced my thoughts on effective learning experiences for young children, and practices that early childhood educators can apply towards promoting learning based on child development. When used appropriately, virtual field trips provide positive learning experiences for children (Kirchen, 2011). Virtual field trips are motivational for children, and a great way to incorporate interactive technology into the curriculum. They are also a great option for visual learners. Virtual field trips provide children with experiences that they may not be able to experience otherwise. Trips to museums and community businesses can be expensive. Many times families as well as early childhood programs cannot afford transportation and admission for trips. Virtual field trips allow children to experience field trips at no cost. Virtual field trips also allow children to experience places outside of their local communities in different states or all around the world. What a great way to incorporate diversity and multicultural education in your early childhood program! It is important to note that interactive technology should be used intentionally and in a developmentally appropriate way. The same applies with virtual field trips. They should not be replace interactions or be used as an isolated activity, instead they should be integrated into the curriculum (Kirchen, 2011). 

Have you ever embarked on a virtual field trip with your students? If so, can you provide any suggestions for interactive virtual field trips? What best practices can you share regarding virtual field trips? I will be conducting a virtual field trip with Kindergarten children over the next week, and I look forward to sharing feedback and best practices! 

References

Kirchen, D.J. (2011). Making and taking virtual field trips in pre-k and the primary grades. Young Children, 66(6), 22-26.

Connecting with Others

I recently attended a roundtable discussion concerning the NAEYC/Fred Rogers Position Statement on Technology through a professional development event for early childhood instructors. Examining the position statement in depth allowed me to open my eyes to a new perspective. Technology in the early childhood classroom is a tool that has the ability to enhance cognitive and social abilities. Just as the sensory table or the balance beam are tools in the classroom that enhance child development. According to NAEYC (2012), developmentally appropriate practices must guide the decisions we make when integrating technology into the classroom. When experiences with technology are intentional, developmentally appropriate, hands-on and interactive, and educators have ongoing professional development, the possibilities are endless!

Family Engagement

Outside of the classroom, technology can increase family engagement. Just as I am creating this blog, parent blogs can be created to increase parent communication. A fascinating project, “Message from Me,” through the Create Lab at Carnegie Mellon University in Pittsburgh, Pennsylvania created an app where children can take photos, record messages, and email them to their families. The iPad app is now available in the app store. Check out all of the amazing projects going on at the Create Lab! http://www.cmucreatelab.org/projects/Message_from_Me

Food for Thought....    

 

       Do you currently incorporate iPad technology into your classroom? What are the benefits and challenges? How do you view the iPad’s future in our classrooms?

References

NAEYC. 2012. Position statement: Technology and interactive media as tools in early

       childhood programs serving children from birth to age 8. Washington, DC: NAEYC.

 

Welcome!

     My name is Johanna Hoyt, and I am excited to begin my first blog! I have been in the early childhood field for ten years, and I am currently pursuing my Ed.D. in Early Childhood Education from Walden University. I am a learner and achiever who thrives off input from others, responsibility, and competition (Rath, 2007).

     The most rewarding aspect of the ECE field is being an advocate for young children and their families by being an active participant as an agent of positive social change. The relationships that form over time with both children and families are most dear to me. I am passionate about technology, family engagement, high-quality educational experiences, professional development, and parent education.

     I would like to share a photo with you that relates to child development. This is a photo of me asserting my newfound independence at 15 months. Around this age, mobile infants become investigators and discover feelings of confidence when they accomplish new tasks like putting a sock on for the first time (Bredekamp & Copple, 2009).

     Over the next several weeks, I will share what technology means to me, as well as my values and beliefs concerning the integration of technology into the early childhood classroom. I look forward to examining research that both supports and challenges the use of technology and interactive media in early childhood programs.

     Before my next post, take a moment to think about what technology means to you. What picture forms in your mind when you think about children interacting with technology? I believe the broad differences in responses will surprise you!

References

Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood

     programs: Serving children from birth through age 8. Washington, DC: National Association for

     the Education of Young Children.

Rath, T. (2007). Strengths Finder 2.0. New York: Gallup Press.