Technology and Interactive Media for Young Children: A Whole Child Approach Connecting the Vision of Fred Rogers with Research and Practice
This research report synthesizes the discussion, research, and practice around technology and media for young children since 2011—just prior to the release of the National Association for the Education of Young Children [NAEYC] and Fred Rogers Center joint position statement in March, 2012—and is aligned with Fred Rogers’ ideas about television and how that technology and media could encourage and support whole child development. The framework set forth in the NAEYC and Fred Rogers Center joint position statement (2012) and Fred Rogers’ indicators of learning readiness (Rogers & Head, 1983) served as framing devices for this study and provided a core set of terms that served as a springboard for the methodology. The synthesis employed a combination of snowball sampling, systematic database searches, reverse searches, and hand searches to identify 595 entries related to early childhood education and technology/digital media published 2011-2016. These 595 entries all met two criteria specified: 1) pertaining to early childhood contexts, and 2) containing reference to technology or digital media. From these entries, we randomly sampled 165 entries for our analyses which searched for trends related to key constructs: the child; the contexts in which the technologies or digital media were utilized; the content of the digital media; and the principles of learning readiness and social and emotional learning.