By Charles kulwa n reg no 42688

When use appropriate, technology and media can enhance children cognitive and social abilities

Technology and media offer opportunity to extend learning in early childhood settings in much the same way as other materials, such as blocks, and manipulative, art materials, play material, books and writing materials. Screen media can expose children to animals, objects, people, landscapes activities, and places that they cannot experience in person. Technology can also help children save, documents. Revisit, and share their real life experience through images. Stories and sounds

The active appropriate use of technology and media can support and extend traditional materials in valuable ways. Technology tools can support the way educator’s measure and record development, document growth, plan activities and share information with parents, families, and communities. Teachers can use digital portfolios that include photographs as well audio and video recordings to document; archive and share a child’s accomplishments and development progression with families in face to face conference or through communication and social media tools. 

Displaying photos in the classroom of children’s drawing or block buildings, along with narrative dictated by the children or explanations of why these types of play are important, can help families understand the critical role of play in early childhood development. Sending weekly, monthly, or even daily updates through social media or email can help families feel more connected to their children and their activities away from home. Inviting children to take a picture of something they have done and helping them upload the photo to a file that can be emailed promoted children’s understanding of ways to communicate with others while also contributing to their learning more about the functions of reading and writing

Most educators understand the value of writing down or recording notes that a child may want to give to parents. Using email, educational texting or other communication tools demonstrates the same concept about communication and helps to build digital literacy skills at the same time. If information is stored on a computer, the photos and notes can be printed and give to families who do not use technology to send or receive message ( Edutopia 2010)

Modelling  the effective use of technology and interactive media for parents communication and family engagement also creates opportunity to help parents themselves become better informed, empowered them to make responsible choices about technology use and screen time at home, engages them as teachers  who can extend classroom learning activities into the home, and encourage co viewing ,  co- participation, and join media engagement between parents and their children ( Stevens & Penuel 2010; Takeuch2011).Technology and media enhance childhood practice when integrated into the environment, curriculum and, daily routines.

 For children with special needs, technology has proven to have many potentials benefits. Technology can be a tool augment sensory input or reduce distraction. It can provide support for cognitive processing or enhancing memory and recall. The variety of adaptive and assistive technologies ranges from low technology toys with simple switches to expansive high technology systems capable of managing complex environments