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Administrator’s Corner by Pam Anfinson

Lifelong learning begins with play, and the integration of technology into daily life has transformed how parents and caregivers approach raising young children. Striking a balance between traditional play, such as outdoor activities and hands-on learning, and screen-based activities is essential for supporting children’s overall development.

Here are some key considerations:

1. Screen time limits: Finding the right balance between beneficial educational content and excessive screen time can be challenging.

• Under 18 months: Limit screen use to video chatting with an adult

• 18 to 24 months: Allow educational programming with a caregiver.

• Ages 2 to 5: Limit non-educational screen time to one hour on weekdays and three hours on weekends.

• Family time: Turn off screens during family meals and outings.

• Parental controls: Utilize available tools to manage content and usage.

• Avoid misuse: Do not use screens as pacifiers, babysitters or to stop tantrums.

• Bedtime: Remove screens 30 to 60 minutes before sleep.

(American Academy of Pediatrics, n.d.)

2. Educational tools:

Focus on media that is engaging, actively involved, meaningful and social (Hirsh-Pasek et al., 2015). Our district provides high-quality preschool programming for all students. Teachers make

informed, intentional and appropriate choices about if, when and how screens and technology are used in the classroom. (Minnesota Statute 124D.166.)

A child in a publicly funded preschool or kindergarten program may not use an individual-use screen, such as a tablet, smartphone or other digital media, without engagement from a teacher or other students. This section does not apply to a child for whom the school has an individualized family service plan, an individualized education program, or a 504 plan in effect.

(State of Minnesota, 2023)

3. Social interaction:

Encourage face-to-face interactions and relationship-building while recognizing the benefits of digital connections. Use screens to enhance connections to culture, learning and communication.

4. Access to resources:

Technology can offer valuable parenting resources and assistive technology for students with special needs and English Language Learners. Examples include: picture dictionaries, text magnification, talk to text, and listening centers.

5. Setting an example:

Parents and caregivers should model healthy technology habits to influence children positively. Encourage co-viewing and shared activities with technology to foster discussions and reinforce learning.

Navigating technology’s role in early childhood can be challenging, but intentional and balanced approaches can foster a healthy digital environment for young learners. By being mindful of screen time, choosing educational content and promoting social interaction, parents and caregivers can help children thrive in a digital age.

Pam Anfinson is the director of Early Learning for Albert Lea Area Schools.