International Journal of Humanities and Social Science

Topics: Higher education, Child, The Child Pages: 8 (2955 words) Published: June 3, 2012
International Journal of Humanities and Social Science

Vol. 2 No. 3; February 2012


Jurka Lepičnik-Vodopivec, Ph.D. Associate professor University of Maribor Faculty of Arts Koroška cesta 160, 2000 Maribor Slovenia Pija Samec University of Maribor Faculty of Arts Koroška cesta 160, 2000 Maribor Slovenia Abstract Information-communication technologies (ICT) are a part of our world and we use them every day. They represent an important source of information about us and others, as well as about local and world events. Besides that, ICT can also be very attractive for pre-school children, who acquaint with them very quickly. This article presents advantages and disadvantages of ICT usage for a four-year-old pre-school child and its potential consequences for the child’s development. The data was collected with the help of 130 parents. They were asked to fill out a questionnaire and share their opinions about their four-year-old children’s usage of ICT at home. We found out that in the case of four-year-old children the usage of ICT has its advantages and disadvantages, and that the consequences of its usage (positive and negative) would be approximately the same. KEY WORDS: information-communication technology (ICT), pre-school child, advantages and disadvantages of

the usage of information-communication technology, consequences for the child’s development 1. INTRODUCTION

Information-communication technology (or ICT) is a common expression for a variety of different computer, information and communication devices (hardware), applications (software), networks (internet), and services. It is a general concept which encompasses all communication devices of the modern society and their usage. Its primary purpose is mediating information and enabling the communication process. When it comes to ICT, the internet and mobile technology, and their applications are most often considered (Pinterič and Grivec, 2007), but we have to stress that ICT does not include only computers and mobile phones, but is also present in many other types of technology, which can be encountered also by pre-school children. The broad ICT definition also includes a variety of everyday technologies, like: electronic toys, interactive whiteboards, playing consoles, various players and digital cameras … Put shortly, all types of technology that a child may encounter in its home environment and also uses them. Because of its nature, ICT already has numerous advantages. Besides using it for pleasure and entertainment, we also use it for study and work purposes. (Punie, 2007) ICT encourages learning; it motivates the individual and at the same time gives him (or her) the capability to do certain activities. Besides that, its presence betters the learning environment and enriches the learning experience. (Markovac and Rogulja, 2009) Punie (2007) claims that ICT enables the child to process the learning content in an entertaining and interesting way, while McPake, Stephen, Plowman, Sime and Downey (2005) have proved that the usage of ICT also develops the child’s competences. ICT is not only an educational tool, but also a supporting one, because it helps to develop children with special needs and behavioural problems. (Markovac and Rogulja, 2009) Besides that, it lays the foundation for long life learning and personal development, because among other things it also develops the digital competence and technical competences, which are needed for employment, education, self-development, and general activeness in the modern society. 54

© Centre for Promoting Ideas, USA

(Punie, 2007) Plowman and Stephen (2003) claim that the usage of ICT is essential for the child, because it can help him (or her) integrate in the “e-society”, meanwhile the child can use its...

References: Vol. 2 No. 3; February 2012
Kirkorian, H. L., Wartella, E. A., nad Anderson, D. R. (2008). Media and young children 's learning. Future of Children, 18, 39-61. Retrieved 5. 11. 2010, from ERIC database. Markovac, V. and Rogulja, N. (2009). Key ICT competences of kindergarten teachers. In 8th special focus symposium on ICESKS: Information, Communication and Economic Sciences in the knowledge society (p. 72-77). Zadar: Faculty of Education , University of Zagreb in ENCSI database. McPake, J., Stephen, C., Plowman, L., Sime, D., and Downey, S. (2005). Already at a disadvantage? ICT in the home and children 's preparation for primary school. Retrieved 30. 10. 2010, from the website University of Stirling: Pinterič, U. and Grivec, M. (2007). Informacijsko komunikacijske tehnologije v sodobni družbi: multidisciplinarni pogledi. Nova Gorica: Faculty for Social Sciences. Plowman, L. and Stephen, C. (2003) A »benign addition«? Research on ICT and children. Retrieved 21. 11. 2010, from the website University of Stirling: Plowman, L., McPake, J., and Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, 38, 303-319. Retrieved 29. 10. 2010 from ERIC database. Plowman, L., McPake, J., and Stephen, C. (2010) The technologisation of childhood? Young children and tecnology in the home. Children and Society, 24. Retrieved 30. 10. 2010, from Punie, Y. (23. 5. 2007). Learning spaces: an ICT-enabled model of future learning in the knowledge-based society. European Journal of Education, 42. Retrieved 30. 10. 2010, from Roberts, D. F., Foehr, U. G., Rideout, V. J., and Brodie, M. (1999) Kids and Media @ the New Millenium. Retrieved 6. 1 . 2011, from
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