From Policy to Practice: The Role of Mandated Screen-Based Learning in Tennessee's Early Childhood Classrooms

• In Event: Poster Session 11
  In Poster Session: From Policy to Practice: The Role of Mandated Screen-Based Learning in Tennessee's Early Childhood Classrooms

Proposal

Guided by ecological systems theory, particularly its extension to include the techno-subsystem and the American Academy of Pediatrics (AAP) guidelines on children's technology use, the study explores the complex interactions between children and their digital environments. This framework is ideal for understanding not only the direct effects of screen-based learning but also how these effects are mediated by influences from family, school, and policy.

Using a case study approach involving observations and interviews, the research delves into the practical implementation of Tennessee's law mandating computer science education across all grade levels. By triangulating data from teacher interviews, classroom observations, and policy analysis, the study provides a comprehensive view of how these policies are enacted in early childhood classrooms.

The findings reveal that Tennessee's emphasis on technology has led to significant integration of screen-based learning in classrooms. This is evident in the use of Chromebooks, interactive smart boards, and online resources in subjects like language arts and math for 6-7-year-olds. However, the study also uncovers challenges, such as the extensive screen time children are subjected to—up to 4 hours during testing week and 3 hours daily—and the blurred lines between educational and entertainment uses of technology. The educator’s concern about the appropriateness of screen time for young children underscores the tension between its educational potential and the risks of overuse.

One key insight is the lack of collaboration between schools and parents regarding screen time management. According to AAP guidelines, children at this age need less than 2 hours of screen activities, making the 3 hours of screen time in the classroom alone particularly concerning. This gap has significant implications for children's development, as the study shows that parents are often unaware of the amount of screen time their children experience in school. The research highlights the need for better communication and collaboration to ensure that screen-based learning is effectively managed and aligned with AAP guidelines, particularly in early childhood settings where the effects of screen time are especially sensitive.

The findings are highly relevant to the CIES 2025 theme, focusing on the integration of technology in early childhood classrooms, a pressing issue in today's digital society. The study examines how screen-based learning is implemented, its extent, and the collaboration—or lack thereof—between schools and parents in managing children's screen time. These findings align with the conference's emphasis on the transformative effects of technology in education and its implications for young learners.

Author

• Clara Puni Nyamesem, East Tennessee State University