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Technology and Social-Emotional Development in the Early Childhood Environments

Technology and Social-Emotional Development in the Early Childhood Environments

Judy Brown, Denise L. Winsor, Sally Blake
Copyright: © 2012 |Pages: 17
ISBN13: 9781613503171|ISBN10: 1613503172|EISBN13: 9781613503188
DOI: 10.4018/978-1-61350-317-1.ch006
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MLA

Brown, Judy, et al. "Technology and Social-Emotional Development in the Early Childhood Environments." Child Development and the Use of Technology: Perspectives, Applications and Experiences, edited by Sally Blake, et al., IGI Global, 2012, pp. 112-128. https://doi.org/10.4018/978-1-61350-317-1.ch006

APA

Brown, J., Winsor, D. L., & Blake, S. (2012). Technology and Social-Emotional Development in the Early Childhood Environments. In S. Blake, D. Winsor, & L. Allen (Eds.), Child Development and the Use of Technology: Perspectives, Applications and Experiences (pp. 112-128). IGI Global. https://doi.org/10.4018/978-1-61350-317-1.ch006

Chicago

Brown, Judy, Denise L. Winsor, and Sally Blake. "Technology and Social-Emotional Development in the Early Childhood Environments." In Child Development and the Use of Technology: Perspectives, Applications and Experiences, edited by Sally Blake, Denise L. Winsor, and Lee Allen, 112-128. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-317-1.ch006

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Abstract

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

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