Media and toddlers – this combination is still an educational topic. Certainly, your team’s opinions on the media use of the little ones also differ widely. One thing is certain: the small children cannot be kept completely away from the excessive media supply, even if many of you see a media-free childhood as an educational ideal. The reality is different. This also affects your work. On the one hand, it is important that you use the media for educational purposes. On the other hand do you have to learn to properly deal with the effects of the media on your daily work. Find out how you can do this in your daily practice here.
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Nobody can avoid the media
Every day, even your youngest use the media that are available in your daycare – consciously or unconsciously. If only because the educators listen to the radio and the toddlers play along the way. The toddlers simply consume the content on the side. Surely you will often look at pictures with the children that you have on your smartphone. And some small children bring a learning computer, a radio play CD or picture books with a sound system to the daycare center in the morning.
It is all the more important to teach children how to use the media sensibly. To do this, you should know how often and which media the children in your facility consume. Because the toddlers often use a lot more media than you are aware of. With the following test you can check the media usage of the toddlers.
Check the media usage of your toddlers (daily / several times a week / a few times a month / on special occasions / never):
- Cassettes and CDs photos
- newspapers and magazines
- DVDs & Blu-rays
- Tablet internet
Now you have an overview of how often and which media your toddlers use. Take a critical look at the situation. Because the radio shouldn’t be in the background all day, even if you as a teacher love listening to the news and enjoying the background music. Both have no place in everyday group life. For one thing, the messages are not suitable for toddlers. On the other hand, background music means that people speak louder. A high background noise that stresses quickly arises.
Use books and photos primarily. All other media should only be used occasionally and then consciously.
When using auditory media such as cassettes and CDs, make sure that they are not too loud. Because that quickly increases the general volume in the group room.
Live a conscious approach
Toddlers learn how to use the media sensibly, especially through role models. This includes the parents, but also you as an educator. Make yourself aware of this role model again and again and lead by example. Do not:
- regularly check your smartphone and read news.
- surf the web while the toddlers are playing. zzsich with your colleagues to show each other content from the social networks.
- to make calls while you are busy with a toddler.
If there is no regulation on media use by your employer, then reduce your media times on your own to a minimum.
Follow 5 rules when using digital media
It is not feasible to completely shut yourself off from digital media in daycare. But a lot is gained if you use it wisely. Then enrich and complement your educational work positively. The 5 rules in the overview are a guide.
- Rule: the age of the users. The younger the toddlers, the less digital media they should use.
- Rule: the duration of use. The younger the toddlers, the shorter the usage times should be.
- Rule: the possibility of processing. Offer You the Young children have the opportunity to process what they have seen or heard.
- Rule: accompany the use sensibly. Infants should never use digital media alone.
- Rule: It depends on the content. The content should match the age of the children.
Always use media together
If toddlers use digital media alone, this has a negative impact on their development. The toddlers often only have auditory and visual experiences. However, the language of toddlers develops in the interaction with other people. The ability to speak is formed through what is heard, gestures and facial expressions and what has been spoken. It is therefore necessary that you observe the following points.
- Share digital media with toddlers, don’t leave them alone.
- Talk to the children about the content so that they can understand and process it.
- If necessary, offer the toddlers physical closeness during use, e.g. B. by cuddling together.
- Pay attention to limited times of use.
Take these points into account when choosing the media
Not to forget: If you use media in a pedagogically meaningful way, the toddlers will have a lot of useful experiences in this way.
- The content and design of the medium must correspond to the level of development and the interests of the children.
- The pictures should be clearly laid out.
- The texts should be understandable for the toddlers in the choice of words and the length of the text must not overwhelm them.
- The sound should be pleasant in volume and pitch.
Infants must process the content
Media influence the playing behavior of your toddlers. Because they then have to process what they have seen and heard. This is usually done in a playful way and through movement.
Provide toddlers with the opportunity to exercise and let off steam after consuming media, where they usually sit quietly.
If you notice that many small children are very moved by a children’s series, take this up: Talk to the children about the content. Together, remodel the role-playing corner by offering them cladding materials that match the series. You can also redesign the play area accordingly. An example: To match the popular “Arielle” series, design your doll’s corner like an underwater world. Involve the toddlers by tinkering with shells and hanging them up as decorations. Attach algae to the ceiling in the form of crepe paper strips. Hang a blue cloth directly under the ceiling that represents the surface of the sea.
Take up the content holistically
Offer the children the opportunity to experience the content of the media holistically. Because media usually only offer visual and auditory experiences. If in your group z. If, for example, many boys are interested in the "Cars" series, bring some of these toy cars to the daycare. Engage children’s interest by designing offers around cars. For example, like this:
- They set up a car ramp with the small children and let the cars drive down there.
- They create roads, bridges and tunnels for the cars in the sandpit.
- They let the cars pass through finger paint and then over the paper so that they leave lanes on the paper.
- You set up a car course through which the cars pass.
- You design a range of activities with cars.
In this way, you can take up the media content sensibly and offer the young children plenty of ideas to promote them in all areas of education.
When toddlers replay the content, things are not necessarily quiet. There are often disputes about roles. Because all children want to be the main character. Accept and support this pedagogically.
The media influence also determines daily (consumer) articles. Without looking at children’s series yourself, you will see which figures and series are currently “in” with toddlers. The heroes and logos can be seen everywhere: on the daycare bags, on T-shirts, on lunch boxes or even on food packaging.
Watch this consumer behavior. Talk to the toddlers about the characters over and over again. What do you like about the stars? Let yourself be told about the experiences of the heroes. In this way, you offer toddlers the opportunity to process the content. In everyday group life, make sure that children who do not have fan articles are not excluded.
Extensive media use by toddlers is common today. It therefore makes sense to tackle the topic of "media education" even with small children in order to create a basis for the competent media use of the child at an early stage. This also means that you deal critically with your own media usage during working hours.
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