These days, the question isn’t if your child will be computer literate,

it’s when — and how soon is too soon to start thinking about
technology for children. Some experts believe that children who become
computer-savvy early on are better prepared for school, while others say
too much technology is, well, too much at such a tender age. Here’s how
to sort through the advantages and disadvantages of being a techno-tot
and figure out what’s best when it comes to young children and
computers.

The Pros
Technology for children can:

 Fine-tune fine-motor skills§.Pushing keys and manipulating a mouse

gives those chubby toddler hands and fingers the same type of
valuable workout they get from finger painting or doodling (though
without the creative kick of these more artistic dexterous
endeavors). These fine-motor movements also hone eye-hand coordination§,
and that’ll pay off for years to come as your little one learns to
catch a ball, use scissors, or put together a tricky puzzle.
 Teach cause and effect.It’s no secret that toddlers and
preschoolers love playthings they can manipulate (oh, that satisfying
sense of control!) like pop-up books and anything with levers,
switches, or buttons. That’s why young children and computers work
well together — they dig it when they click on a character or icon
(or perhaps choose the right letter or color) and — voila! —
something happens.

The Cons of Technology for Children

 Not enough people time.Computer games might be interactive, but
typically only between the user and the screen. But people —
especially little children — need to interact with other people to
develop empathy, build social skills…and have face-to-face fun!
Plus, no educational software can compete with you in the teaching
department.
 Not enough hands-on time.There’s a reason why toddlers touch
everything — and get into everything: That’s the way they learn
about the world around them. Whether it’s shoveling sand into a pail
(and then dumping it out again), figuring out how to stack three
blocks so they don’t tumble down, or mixing water with dirt to make
 mud (try doing that on a computer screen), a hands-on approach to
toddler learning§ beats high-tech hands down.

 Too much stimulation.It’s easy for a toddler or preschooler to

get overwhelmed by all those sensory effects — loud sounds, bold
colors, flashing lights, and endless action. If your little one seems
to get cranky or easily frustrated after a computer session, try
scaling back the screen time; instead have him devote more hours to
old-fashioned toddler pursuits like taking a scooter spin around the
hood, reading a book, or sculpting a clay castle. Another potential
problem of mixing young children and computers: Kids who become too
dependent on all that stimulation may have trouble later focusing on
quieter pastimes (like reading or drawing) and paying attention to
less high-tech educational mediums (say, a teacher and a blackboard).

 Too much sedentary time.Sure, computers are mentally stimulating,

but toddlers (and everyone for that matter) need to get moving.
Physical play is key to toddler growth§ — it helps build strong
muscles and it’s a primary way little kids discover what their
bodies can do. Plus, habits established early on tend to stick, for
better and for worse, so be a good role model: Limit screen time (TV
too) and incorporate plenty of physical activity (digging holes,
sliding down slides, and freeze-dancing count) into every day.

Digital devices are all the rage among young people today, across all
ages. Tablets top the youngest student’s wish lists, pre-teens crave
smart phones, and high school students would love to have both plus a
laptop computer! MP3 players and other electronic devices are also
widely used by many of today’s students.

Exposure to Child Predators and Inappropriate Content

Many parents set limits on Internet use, and employ security and privacy
features to protect their children. However, children can still find
their way into an online chat room with strangers or click on an
enticing ad that links to inappropriate content. Monitoring your
child’s online activities is time-consuming, but imperative.

Striking a balance
As we can see, technology has its pros and cons on a child’s
development. As it is impossible to completely restrict the use of
technology, it is the responsibility of parents to strike a balance.

Here are a few tips:

• Switch off the TV and put away your phones during meal times, and
encourage conversation among one another.

• Remove any gadgets, especially TV and laptops from bedrooms.

• Get outdoors and move with sports like badminton, jogging, or even
gardening (young kids enjoy playing with dirt and mud).

• Keep all gadgets 30 minutes before bedtime; then read or sing a

lullaby to them before bedtime.

• Schedule about one hour of technology-free time every day.

• Introduce traditional games back into your child’s playtime such as

hide and seek, scrabble, chess, congkak etc.

• Get back to nature. Bring the family for fishing or hiking.

• Try out new hobbies such as reading, painting, cooking, clay modelling
etc.

• Be actively involved with your children when they are using

interactive technologies to learn.

Discuss the issues of the UNCRC (UNICEF, 1989) in relation to the children in the Pacific and how
this right could be embedded as a safe-way for children in their learning-development

The United Nations Convention on the Rights of the Child (UNCRC)

recognises the rights of all children. The UNCRC gives children and
young people (under the age of 18) specific rights, through 54 articles.
These include the right to: a family life; be protected from violence;
have a say and be respected; be healthy; and have an education. It also
gives extra rights to children and young people living in difficult
circumstances such as young people in trouble with the law, young
refugees and asylum seekers.

children have the same general human rights as adults. In 1989, however,
world leaders decided that children needed a special convention just for
them because people under 18 years old often need special care and
protection that adults do not. The leaders also wanted to make sure that
the world recognized that children have human rights too. The Convention
on the Rights of the Child (CRC) is the first legally binding
international instrument to incorporate the full range of human rights—
including civil, cultural, economic, political and social rights.

Children’s rights in the human rights framework

The Convention on the Rights of the Child sets out the rights that must
be realized for children to develop their full potential, free from
hunger and want, neglect and abuse. It reflects a new vision of the
child. Children are neither the property of their parents nor are they
helpless objects of charity. They are human beings and are the subject
of their own rights. The Convention offers a vision of the child as an
individual and as a member of a family and community, with rights and
responsibilities appropriate to his or her age and stage of development.
By recognizing children's rights in this way, the Convention firmly sets
the focus on the whole child.

The Convention and its acceptance by so many countries has heightened

recognition of the fundamental human dignity of all children and the
urgency of ensuring their well-being and development. The Convention
makes clear the idea that a basic quality of life should be the right of
all children, rather than a privilege enjoyed by a few.

oung children are powerfully shaped by cultural beliefs about their

needs and proper treatment, and about their active role in family and
community. Each child’s experience of growth and development varies
according to factors such as: their individual nature; their gender;
living conditions; family organization; care arrangements; and
educational opportunities. Practices, patterns and beliefs define the
ways in which children are socialized. The rhetoric of most programs
includes a plea to respect cultural differences. Indeed, the Convention
of the Rights on the Child indicates that children have a right to their
cultural identity. If this is to occur, a much greater effort must be
made to define, describe and understand the reasons for cultural
differences in the up-bringing of children.Child rearing practices
include activities which: guarantee the child's physical well-being --
keeping the child safe and free from harm, providing shelter and
clothing, preventing and attending to illness, promote the child's
psycho-social well-being - providing emotional security, socialization,
nurturing and giving affection, support the child's physical development
- feeding, bathing, providing safe places to play and explore, promote
the child's mental development -- interaction, stimulation and play and
to facilitate the child's interaction with others outside the home --
within the community, at health clinics, at school, etc.

The explanation for why particular childrearing practices are used comes
from the traditions, myths and the religious systems that underlie the
culture. The beliefs are a response to the demands of the culture as
well as the needs of individuals. The family and community implement
specific childrearing practices which they believe will: ensure the
survival and health of the child, including the development of the
child's reproductive capacity to continue the lineage and society,
develop the child's capacity for economic self-maintenance at maturity,
to provide security for the elders and younger members of the society,
ensure the survival of the social group by assuring that children
assimilate, embody and transmit appropriate social and cultural values
to their children.

In conclusion, all children and young people are entitled, as far as possible, to grow up in
an environment that is free from discrimination, violence, abuse, neglect and exploitation.
the parents play vital role in the ways these children must receive life. Giving birth to a
child, brings responsibilities that must not regarded as responsibilities in Indian culture
but parental love and care.

1. Critically discuss the importance of children’s wellbeing in terms of health safety and
nutrition.

Good health and well-being are essential for all children.Majority of the children enjoy their
school life while others do not. Keeping children active is very important and it is parent's and
guardians duty to care about their children's well-being. Parents should identify the reasons for
variations in well-being of their children.There may be many reasons relate to children's well-
being that hinder their learning and development. The following are some of ways by which
children's well-being is being affected.

1) Physical well-being

It is very important to be physically fit. Physical well beong contributes to children's ability to
concentrate, cooperate and learn.Some children due to obesity experience mental and
emotional stress. Children who are overweight are often become the target of being bullied or
teased by their peers.Teachers therefore, should be very vigilant in their classroom to identify
children with emotional or physical well being. Further through physical activities like playing,
gymnastic, walking and exercising encourages

brain and body to develop together. Physical activity is important for all ofus. Further it is
parent's responsibility to be their children's role model. Parents should indulge themelves and
their children in activities that promte physical activitity and healthy living. Activities such as
gardening, shopping, feeding chickens etc are good physical activities. 2) Nutrition

In order to achieve and maintain physical health, the body must be given right amount of
nutrition, ina balanced diet. An unhealthy life style results in constant tiredness, sluggishness
and general apathy which can affect learning and development.Teaching children about the
good nutrition and practicing it is very important. Parents play a major role in givin heri children
enough nutrition.Further,in order for children to grow properly they must eat a well balance
diet. Good nutrients in children will help children to develop healthy mental well being and the
ability to learn and concentrate in the classroom.

3) Social well being

Social well-being creates the foundations for healthy behaviours and eductional attainment.
Emotional well being means being happy, having good relationship with others and does not
have behavioural problem such as being disruptive, violent or bully. If children are encouraged
to socialize and respect others feelings and emotions they, will also do the same in the school.
For example in group work children will be able to discuss and share their ideas with their peers.

4) Safety

The most important things teachers can do to promote learning is to create create a friendly and
safer environment where students feel safe and free. Students need to feel safe and free from
discrimination in order to learn. They need to feel secure in order to share theri feelings and
sorrows with the teacher openly. Further, 'All children have the right to experience quality
education and care in an environment that provides for their health and safety. This should be
complemented by a focus on promoting each child’s wellbeing and providing support for each
child’s growing competence, confidence andindependence.’ (ACECQA, 2011, p. 50)

In conclusion

Childrens well-being is very important for their learning and develop[ment, therefore parents
and teachers in partnership can become their role models.

------------------------------------------------------------------------------------------------------------

Healthy life style plays a significant role in children’s well being and learning
development. Children need to develop a pattern of good eating habit, exercises and
hygiene practices for their health and well being. Parents can help their children to learn
about eating healthy foods and how that contributes to a good healthy life style and the
development of their learning and physical well being Everyday learning: Physical activity –
helping children grow§

Nutrition

In order for children to grow properly they must eat a well balance diet, Good nutrients in
children will help children to develop healthy mental well being and the ability to learn
and concentrate in the classroom. Children’s body needs high nutrient foods to fuel their
bodies and brains to function properly and stay healthy. Everyday learning about kids in the
kitchen§

Nutrients give children energy to grow, learn and active in everyday learning. Unhealthy
foods do not give the good nutrients for children that they need for their health, learning
and their developmental growth. By teaching children healthy eating habits health
problems can be prevented. Thus, there’s no doubt that your child’s health is directly
related to what he eats (Robertson, 2015)

Wellbeing

Children’s health and wellbeing are the basis for all learning and development. A Good
healthy wellbeing is the central of effective learning and preparation for successful
independent living and achievements in the future. Families and communities
connections and interactions with children contribute meaningfully to their sense of well-
being. Children need to feel valued, respected, empowered, cared for, and included in
every day decision makings. Active children: Healthy now and later§

They also need to respect themselves, others, and their environment. Children become
positive about themselves and their learning when adults value them for who they are and
when they encourage warm and helpful interactions with them. Physical well-being is
important for learning and development as this enables children to discover, to examine,
and to challenge themselves in the environment, as low level wellbeing is associate with a
wider range of social and personal problems (Owens, 2011)

Safety

The most important things teachers can do to promote learning is to create classroom
environments where students feel safe and free, Students need to feel safe and free from
discrimination in order to learn. They need to feel secure in order to want to participate in
any activities organize by the teachers. As we all know that health safety and nutrition is
the basic elements of a good care center, early childhood educators should know that all
activities, movements, and lessons should always be well planned as safety should be the
forefront of early childhood educators minds at all times to avoid injuries, illness or other
harm to the children. When teachers create a friendly and safer environment and respect
to each other then learning will followed. The center needs to be physically safe inside
and outside of the classroom at all times. Thus, Safe environments enhance creativity,
cooperative behavior, exploration, and risk taking (Dusenbury, 2012)

Conclusion

In any early childhood setting whether in homes or care centers, promoting children’s
health and safety and ensuring their total wellbeing including their physical and mental
welfare needs that teachers think critically about the procedures, environments inside and
outside of the classroom and relationships in their settings, it is a must for educators to
know each child and their life circumstances so that teachers use these understandings in
their work to plan effectively for activities that would enhance the children
developmental growth and physical wellbeing (Marotz, L. R., Cross, M. Z. & Rush,
J.M. , 2001)

2. How can ECEC teachers and young children become agents for sustainable practices in
ECEC in your country? Provide suitable examples and experiences to support your
answer.
As an early childhood teacher, inclusion of sustainability program to
children is very important as they will know the purpose of the word
sustainability.

Teachers not only teach sustainability but provide activities on how to

go about it. For example recycling or planting of trees experience,
little plants can be useful when they are fully grown into big trees,
they can provide shades during the hot weather. Some educators are
hesitating to teach them to the children thinking that the topics are
difficult for the children.

What is Sustainability?

Sustainability is “environment education”. Learning about the environment and how natural
systems function. It’s everything that we need for our survival and wellbeing relating directly to
our natural environment.

Sustainable Education

Including composting, worm farms, gardening and providing a natural environment successfully
engages children. However, these are only one of many ways we can teach sustainable
development. As educators, we need to include education about and for the environment which
may include:

For Children -

 Engage children in discussions about sustainable practices. Such as noticing how a

garbage bin is full, how food and scraps left over after meal times etc.

 Encourage children to participate in a recycling program (recycling bins for cardboard,

plastic and paper) or involve them in developing new strategies for recycling materials (using
donated materials for art n craft or donating materials to council clean ups etc.)

 For older children, environmental issues such as drought or daily weather reports
including updates on air quality and pollution levels should be discussed during morning
group time or and a chart to record these findings should be made as visuals within the
room.
  For Preschoolers, choose “Energy Savers” – responsible for noticing lights, fans and
other appliances left on when not in use. Likewise, choose ‘Water Savers” – responsible for
noticing taps left on and other wasted water.

For Educators –

Develop appropriate policies and practices to promote environmental sustainability. This shows
a service that is committed and willing to maintain environmental practices for the future. Start
an “environmental audit” on the following areas:

o Water use (Lorina, 2015)

Sustainability must begin in EC as the values, attitudes and behaviors, and skills acquired
in this period may have a long lasting impact in their life., thus early childhood Education
clearly has an important place in the efforts to bring about sustainable development.

2. One way of introducing sustainability to young children is being rhythmic. That is

following a consistency in saving our nature, for example, using flower prints for painting
activity. This act gives us natural look of colors on paper as well as does not exploit as
buying toxic colors from the market.

Secondly, make use of the rain water, save rain water in water tanks by attaching a pipe
to the guttering, these water can n be used for watering plants, washing driveways, etc

Moreover, the use of electricity consumption is impinging area of sustainability, so use

natural sun light to dry clothes, hang clothes with your child outdoor, sun bedding
outdoor in the sun.

These are few ways of introducing to young mind about saving the future.

Q-1.Sustainability in early childhood education is an important part of

the curriculum and should be incorporated into each and every service
setting. Creating natural environments and proving natural materials in
one way for sustainability to occur. Sustainability is “environment
education”. Learning about the environment and how natural systems
function. It’s everything that we need for our survival and well-being
relating directly to our natural environment.
Q.2

Including composting, worm farms, gardening and providing a natural

environment successfully engages children. However, these are only one
of many ways we can teach sustainable development. As educators, we need
to include education about and for the environment which may include:

 Engage children in discussions about sustainable practices. Such

as noticing how a garbage bin is full, how food and scraps left over
after meal times etc.
 Encourage children to participate in a recycling program
(recycling bins for cardboard, plastic and paper) or involve them in
developing new strategies for recycling materials (using donated
materials for art n craft or donating materials to council clean ups
etc.)

 For older children, environmental issues such as drought or daily

weather reports including updates on air quality and pollution levels
should be discussed during morning group time or and a chart to
record these findings should be made as visuals within the room.

 For Preschoolers, choose “Energy Savers” – responsible for

noticing lights, fans and other appliances left on when not in use.
Likewise, choose ‘Water Savers” – responsible for noticing taps
left on and other wasted water.