When asked about the role of technology in early childhood classrooms I get this little churn in the pit of my stomach. I have not embraced the need for screens for young children, and with the limited hours that my preschoolers are with me I want to offer them the very best that I can. So I have graciously declined having more than one iPad in my classroom and have removed all the desktop computers so the floor space could be used for (dare I say it) a learning center that is more developmentally appropriate. I also think in terms of economics…how many quality learning tools could I purchase with the money it would cost to buy a class set of iPads.

A few weeks ago in the grocery store a local early childhood educator that I know stopped to chat and told me she was working on her Master’s research project. Her topic of focus what technology in early ed and she was in the midst of reading 15 current research articles and soon would decide what her research would focus on.

I literally started to bite my lower lip. Positive self talk began in brain, “Be respectful, don’t jump up on soap box. Let her talk. Maybe you are getting old and grumpy, perhaps her research view might be more up to date.”

As we chatted I politely said that though other ECE providers are excited to learn that they will have 1:1 iPads for all the children in their programs, I have successfully held out. I mentioned wanting to spend more time in nature and to develop the indoor learning environment so it was play-rich, and that I believed there was no role in preschoolers needing to go to kindergarten with iPad skills.

The conversation ended politely but I thought maybe I should have a stronger opinion. Maybe I should voice my concern about the glare, the zoned-out-ed-ness, or the addiction that most all of us face with our smartphones, iPads, and laptops. Maybe I should question how our disconnected society of social media has trickled it’s way down to toddlers. Our passive consumerism now begins before our babies talk. YIKES!

So the next time someone asks my opinion I am going to reverse the question and ask them, “What kind of tasks that the child is engaged with on the screen?” I will listen attentively, and then my follow up question will be, “So is the app sort of like a digital worksheet?” Likely most conversations will end there and we will agree to disagree.

I know in my bones (and valid research supports) the fact that worksheets are NOT best practice for learners of any age, and especially more so for our youngest learners. Most apps are worksheets in disguise with cartoon characters, bright lights, things the move fast, and sounds. So just as we had to stand up and push back against spending our day completing workbooks with 3-5 year olds we need to push back against the invasion of technology.

We know that ample research proves the importance of PLAY in early childhood. We should no longer feel the need to defend our practice of creating uninterrupted blocks of time for children to play. Child-directed play where the learner gets to choose which part of the learning environment to spend their time. We need to be ready to protect play and we need to take an active in our role of explaining the value of play to our stakeholders.

This is where the one lonely iPad comes in handy. Through digital story telling, documentation panels, and/or weekly newsletters with photographs we can use the power of technology to make learning visible. We can show our administration the importance of play and demonstrate to them what the children are learning while engrossed in deep and meaningful play. Many administrators where preschool is located in a PreK-8 school have limited understanding of early childhood and developmentally appropriate practice. As professionals we can take what we know and show them through photos or videos how our children are learning and growing in all domains.

So the next time I am asked about the best use of technology in an early childhood setting I won’t have a queasy feeling in my stomach. I’ve got a boiled down one minute speech, which by the way you are more than welcome to borrow, steal, cut and paste, make into a meme, or sing from the mountaintops.

“The most powerful use of technology in an early childhood classroom is in capturing the action of ‘kids at play’. Through video, photos, or digital storytelling we can illustrate for parents and stakeholders the many ways that children grow through play. We can harness the power of technology to make visible the deep learning and engagement that happens every day in our early childhood programs.” ~April Zajko

 

For my college student friends – further reading from national organizations related to the topic:

NAEYC Position Statement on Technology and Media

American Academy of Pediatrics – The Power of Play 

Young Children in the Digital Age: A Parent’s Guide by Nancy Carlsson-Paige, Ed.D.

Nature-Based Play and Learning: A Literature Review