I pads and Childhood


Developmental Advantages of I pads

I pads have an impact on the physical, cognitive as well as languagedevelopment of early childhood. The physical development of childrenis linked to the ability to focus as well as actively become involvedin the learning procedure. The iPad makes it possible for children tobecome actively interested in their learning. Children demonstrate afascination in using the toy to play games, draft images and developtheir personal learning resources. Via the different activitiesfacilitated by the iPad like drawing and taking pictures, childrentake an active function in deciding what to learn and how (Khoo,Merry &amp Nguyen, 2015).

Playful experiences using technology results in a child’s exposureto the ability to read and write. For example a child that islearning how to talk, listens to what those around him or her aresaying and repeats the same. The iPad comprises of many applicationsthat make it possible to teach children different words, which theycan repeat and with time learn a new language. For instance, the“AlphaBaby” is a game available through iPad that makes itpossible for children to become knowledgeable on the basics of thealphabet. The game taps into the excitement of discovering newletters. Through repetition of objects and letters, children are ableto create a connection amid objects and the word displayed on an iPad(Proffitt, 2012). In the process, they learn new words resulting inlanguage development.

Toys, like the iPad have the ability to promote more development inproblem solving expertise, conceptual skills as well as abstraction,which result in cognitive development. Using the iPad, a child isable to observe objects, images and videos all of which aredifferent. Hence, they begin to realize the difference in patternswithin their environment (Proffitt, 2012). Using the iPad tointroduce children to activities that enable them to make newdiscoveries works to improve their cognition.

Physical, cognitive, perceptual challenges in early childhood

Childhood refers to the period starting when a child is born to whenthey become adolescents. Early childhood refers to the development ofchildren from three to five years. Some of the physical challengesexperienced during early childhood include children joining school atvery early ages where there is minimal emphasis on physical activity.This means that children are restricted to activities that do notallow them to engage physically with each other. It is largelyassociated with the enhanced incorporation of technology in schoolsas a sedentary activity, which results in lesser emphasis onactivities that involve physical movement.

Children face cognitive and perceptual challenges during earlychildhood, concerning what decisions to make and how to react indifferent situations. Bronson (2000) notes, young children face theinability of separating their thinking, emotions and actions whencompared to older children. The reason is due to the intertwining ofcognitive and perceptual capabilities of children during earlychildhood. For example, a three year old is incapable of payingconsideration to the thoughts of other people. Instead, the child ismore interested in communicating what they think is right. They havea minimal perception of right and wrong, when encountering differentsituations.

The early thinking of children in early childhood is limited inknowledge as well as reasoning. This is best illustrated using “earlymathematical thinking” of young ones in early childhood. When usingsubtraction and addition, children demonstrate a limited ability toreason in the same way as children in older childhood. Children agedbetween three and four years have a general comprehension thataddition increases while subtracting reduces number. Thus, they areable to make calculations of just small numbers, like 3-1.Additionally, three year olds are able to recite numbers, but not inthe correct order at times (Steinberg, 2010).

How I pads help

According to Benson (2006), toys present an opportunity for playing,exploring and social association among children. An educational toythat facilitates such activities results in a positive impact onchildren. I pads, when properly incorporated in the learningenvironment, during early childhood, result in enhanced cognition,perception and engagement in physical activity. Children use theiPads to observe different objects, they also take pictures and thedifferent applications in the toys make it possible for children toplay games. Such activities enhance the understanding of children totheir surroundings. For instance, an iPad that has a game that allowschildren to play with alphabetical letters has the benefit ofenhancing the cognition of a four year old to understand differentletters. At the same time, the child is able to understand how thealphabetical letters are arranged. Giving children iPads duringplaytime and allowing them to take pictures of the different thingsthey see encourages physical activity.

Failure of I pads

Benson (2006) notes, when parents become involved in how childrenplay with their toys, it has a lasting positive developmental impacton the child. However, the same cannot be said to apply in oursociety today. Most parents see toys as promising “parents peace ofmind” (Benson, 2006). This is because by giving children toys toplay, they are able to distract the children from disturbing them. Asa result, rarely are parents involved in how children use toys. Inthe case of iPads, when youngsters in their early childhood areallowed to use the toys, they become fascinated by the differentapplications. Thus, they are more likely to spend time sitting andexploring the toy. This means that the child fails to engage inphysical activities that are crucial during early development. Agrowing child needs guidance on what they see, how to use toys andfor what reasons. Failure to provide such guidance means that thetoys do not assist children. It is especially the case, when the toysbeing used comprise of complicated applications, which are hard forchildren to understand.


It is important to make iPads that are age specific. For instance,toys that are small to carry, easy to use and do not require numerousprocedures in operating for children in their early childhood. It isalso important to include applications that foster child development.This can be achieved by creating iPads that offer language learningopportunities for children, like spelling games or ones that make itpossible to do simple calculations. The iPads may also be custom madein manner that even without parent or teacher supervision, theyengage the children in more physical activity. For instance, anapplication that illustrates how children can play games as a groupis a good start. The children use the iPad to observe the game andlater practice the same because children learn through imitating whatthey see.


Benson, E. S. (2006). The psychology of toys. Association forPsychological Science, 19(12), 26-31.

Bronson, M. B.(2000).&nbspSelf-regulationin early childhood: Nature and nurture.New York: Guilford Press.

Khoo, E., Merry, R &amp Nguyen, N. H. (2015). I pads andopportunities for teaching and learning for young children. Hamilton,New Zealand: Wilf Malcolm Institute of Educational Research.

Proffitt, B. (2011).&nbspIPadfor kids: Using the iPad to play and learn.Boston, Mass: Course Technology.

Steinberg, L. D. (2010).&nbspLife-spandevelopment. Belmont,California:Wadsworth.