The use of Information and Communications Technology (ICT) from early childhood onwards is a complex and vital aspect of modern education. Some parents and practitioners express concerns that overexposure to ICT during early childhood may negatively impact child development. Research indicates that excessive use of technology can adversely affect children's physical and cognitive development. However, technology can also be used in a way that encourages learning, creativity, and the development of essential skills. Educators and kindergarten assistants play a crucial role in guiding the appropriate use of technology in kindergartens. Their perspectives are invaluable when designing guidelines and practices for utilizing these resources effectively. It is important that they receive proper education regarding the correct use of technology and its impact on children's development. In Slovenia, as in many parts of the world, the use of ICT in early childhood remains a topic of debate. Even now some consider it as a taboo subject, while others actively incorporate technology into the educational process. Initiating new discussions on this subject is crucial, as research contributes to a better understanding of the optimal use of technology in the educational process.
This is why we decided to explore the positive and negative effects of exposure to ICT resources in early childhood in this thesis. Additionally, it investigates some guidelines and strategies that can help practitioners effectively integrate technology into their educational practices in the future.
To assess the appropriateness of such activities for kindergartners, we decided to conduct an activity where children created their own stop motion animations using the Stop Motion Studio application. We focused on determining whether the application is suitable for this age group and consequently, if its simplicity allows children to create independently. Our findings indicate that while the application is user-friendly and children can use it on their own, the process can be time-consuming and monotonous. This is why children tend to lose motivation and require repeated encouragement. Moreover, we found that kindergartners perceive the concept of animation as very abstract, so it is important that we introduce it thoughtfully. Nonetheless, with adequate preparation, the activity is appropriate for children over the age of five and enables them to create independently.
The empirical part of this thesis examines the attitudes of Slovenian kindergarten teachers towards the use of ICT resources. Survey analysis reveals that the primary concern associated with the use of ICT resources is the potential for addiction. Many believe that excessive use of mobile devices can harm child development. However, some educators recognize that living in the digital age necessitates learning to manage digital devices, making it reasonable for kindergartners to become acquainted with them early on.
The findings of this thesis will be particularly beneficial for educators and assistants, potentially encouraging the use of ICT in kindergarten environments. Besides the educators and assistants, the insights could also be valuable to parents, as they provide useful information on the use of ICT at home and reveal positive and negative effects of the use of modern technology.
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