Technology in Early Childhood Education Webinar Review

Recently I watched a webinar where Caroline Hu Flexer (Khan Academy Kids team lead) hosted a discussion with Sal Khan (Khan Academy founder), Dr. Kathy Hirsh-Pasek (Temple University psychology professor and Brookings fellow), and Michelle Kang (NAEYC CEO) about technology's role in early childhood education.

Below I break down what I believe to be the key points from this highly engaging discussion:

On the question does technology belong in Pre-K?

• Michelle Kang said that technology is here to stay and can be valuable as a tool, not a substitute for human interaction. She also said, we need to think about technology the same way we would think about a book. We don’t ask whether a book belongs in the classroom. “What we ask is how is it being used, why, and for whom? You know, technology is a tool and like any tool, what matters is whether it's in the hands of a skilled person educator using it with intention” (3:30).

• Sal Kahn said that the focus should be on promoting real relationships, cognitive skills, and critical thinking while protecting against isolation and addiction.

Key research findings presented by Dr. Kathy Hirsh-Pasek

• Technoference: She said that research has found that cell phone interruptions during parent-child interactions completely disrupted learning—children didn't learn words when parents were interrupted by phones. When cell phones interfere with learning, they not only disrupt the process but the learning is completely lost. The adult-child interaction is critical in the process of learning.

• Quality matters: High-quality content used jointly with adults can support learning, but passive screen time does not. The operative words here: high quality content and support from an adult. The term for this is called “joint engagement.”

• AI companions: Current AI companion toys are problematic and potentially dangerous—should be avoided

• Critical development window: Early childhood is the most important period for brain development, language acquisition, and executive function

• Human interaction is irreplaceable: We have "socially gated brains"—conversations and back-and-forth interactions literally build brain connectivity

Developmentally Appropriate Technology Use

• Video chat (FaceTime): Excellent for connecting with remote family—nearly as effective as live interaction

• E-books with adults: When parents read electronic or traditional books with children, learning outcomes are similar, though traditional books show slightly more emotional connection

• Dual language support: Technology can help break down barriers in classrooms with diverse language needs

Screen Time Recommendations

• American Academy of Pediatrics recommends no more than 1-2 hours daily

• Two-year-olds learn very little from screens—use primarily as a safe babysitter when needed with high-quality content in a very limited way

• Extended screen time for young children correlates with reduced language skills, executive function, and social skills

• Parents need breaks too—it's okay to use quality screen time for showers, meals, or stress relief without guilt

Teacher and Classroom Applications

• Teacher role: Educators should be guides in active learning environments, not lecturers

• Current problem: Observations showed 50% of classroom time involved teachers lecturing, 16% had inattentive children

• Documentation support: Technology can reduce administrative burden, freeing teachers to spend more time with children

• Professional development: Closed systems of curated high-quality content could help teachers implement playful learning strategies

• NAEYC technology position statement emphasizes development-appropriate practice, strengthening (not replacing) human relationships, and centering educator support

Addressing Equity and Teacher Burnout

• Technology can support dual language learners and make education more accessible

• Administrative tools can reduce documentation burden and data entry

• Current early childhood educator crisis driven by low compensation and demanding work—technology is a supplement, not a solution to systemic issues

• Preschool curricula should not be "dumbed down" third grade—instead, playful learning approaches should move up the education system

Play-Based Learning is Real Learning

• Bouncing balloons teaches counting and STEM concepts

• Rotating blocks to build towers teaches physics

• Playing "Mother May I" and "Simon Says" develops executive function skills (impulse control, flexibility, attention, memory)

• "I Spy" with shapes teaches STEM skills

• Parents should take 30 seconds to observe and appreciate the richness of what children learn through play

Quality Resources and Support

• Common Sense Media provides technology reviews

• "Einstein Never Used Flashcards" (revised edition with screen time chapter) consolidates research in accessible language

• NAEYC handbook and forthcoming updated technology guidance

• Support high-quality programs: PBS Kids, Sesame, Khan Academy Kids, Bluey