Moving Beyond Screen Time: Redefining Developmentally Appropriate Technology Use in Early Childhood Education

Lindsay Daugherty ; Rafiq Dossani ; Erin-Elizabeth Johnson ; Cameron Wright

RAND Corporation

RAND Corporation

关键词: Alumni;    Educational Equity;    Faculty;    Educational Technology;    Preschool;    School Readiness;    Students;   

DOI  :  10.7249/RR673z2
RP-ID  :  RR-673/2-PNC

学科分类：自然科学（综合）

美国|英语

来源: RAND Corporation Published Research

【 摘 要 】

Conversations about what constitutes "developmentally appropriate" use of technology in early childhood education have, to date, focused largely on a single, blunt measure — screen time — that fails to capture important nuances, such as what type of media a child is accessing and whether technology use is taking place solo or with peers. Using screen time as the primary measure of developmentally appropriate use has become increasingly inappropriate as new technologies are ever more rapidly introduced and integrated into all aspects of life, and as we learn more about the potential benefits of technology. The authors challenge the traditional emphasis on screen time and discuss how to move toward a more comprehensive definition of developmentally appropriate technology use for young children.