Watch the video regarding the influence of the iPad on infants and toddlers before participating in this discussion. 

Using interactive media to help educate and entertain children is becoming increasingly common. According to Getzler (2013), “38% of toddlers and infants under two are now using a mobile device…and this age group spends more than twice as much time watching television and DVDs (55 minutes) as it does reading or being read to (19 minutes)” (p. 1). Based on these findings, the questions that many parents and educators may have are: how much time should an infant/toddler actually spend engaged with technology, is it harmful, and what are developmentally appropriate games and/or applications (app) for infants and toddlers? For this discussion, please review this article and respond to the following prompts: 

  1. State and support your personal views on infants and toddlers using interactive media and evaluate how interactive media could either enhance or inhibit social and emotional development.
  2. Locate and summarize a developmentally appropriate game or app that focuses on social and emotional issues that you could use in and out of an educational setting. Please post the link and/or name of the game or app so that your fellow students can view it.
  3. Select one NAEYC and Fred Rogers Center recommendation from the article Technology and interactive media as tools in early childhood programs serving children from birth through age 8, and discuss how you would implement it into your work as an ECEC provider.

Please read the assigned articles for this week and cite at least one article to support your ideas.

 Required Reference

Hearron, P. & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River: Pearson.

Other References

American Academy of Pediatrics. (November, 2011). Media use by children younger than 2 years. Pediatrics 128(5), 040-1045. DOI 10.1542/peds 2011-1753. Retrieved from
Copple, C., & S. Bredekamp, eds. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd ed.). Washington, DC: NAEYC.
Hearron, P. & Hildebrand, V. (2009). Guiding young children. (8th ed.). Upper Saddle River: Pearson. 
Maynard, A. E.  (2009). What we thought we knew and how we came to know it: Four decades of cross-cultural research on cognitive development from a Piagetian point of view. Human Development, 51: 56-65.
Montessori, M. (1995). The absorbent mind (C. A. Claremont, Trans.). New York: Henry Holt and Company. (Original work published 1967)
Müller, U., Carpendale, J. I. M., Smith, L. (Eds.) (2009). The Cambridge companion to Piaget. Cambridge, MA: Cambridge University Press 
Vega, Cecilia., Producer. (2013). Generation iPad: Could it hurt toddlers’ development? [Video] Retrieved from
National Association for the Education of Young Children. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from
Piaget, J. (1977).  Gruber, H. E.; Voneche, J. J. (eds.) The essential Piaget. New York: Basic Books.
Robb, M. (2013, March 12). For infants and toddlers in the digital age: Time with adults still matters most [Blog Post].  Retrieved from

Valkenburg, P. M. & Vroone, M. (2004). Developmental changes in infants’ and toddlers’ attention to television entertainment. Communication Research (31)3, p. 288-311. DOI 10.1177/0093650204263435. Retrieved from

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