For the children at our setting, technology is an ever-present aspect in their lives and becoming increasingly so. Gone are the days where parents can tell their child that they can’t buy them a new toy in the shops as our children already know that we can pay for items using WeChat or Alipay on our mobile phones. They are part of a generation which will grow up with surrounded by rapidly developing technology. While there are always going to be concerns and debates around screen time and use of devices for young children there is no denying that today’s children will grow up in a world where the use of technology is unavoidable. Therefore, we must equip them with the technological skills necessary in an age appropriate way by ensuring that the time spent interacting with technology is purposeful. As this generation of children have grown up around technology it is almost second nature to many of them to pick up a device and have a go at using it. It is not uncommon to see a toddler pick up a smart phone and swipe up or across to try and unlock the screen without the child ever being taught how to do this. As children begin to access devices such as smartphones, tablets and interactive TV’s in their day to day life they quickly become confident at using them. However, the invention of touch screen devices means that children are not always taught how to use a device for a particular function, rather it is used for games or video viewing, not always for interaction or learning. While there are many games available for smart phones and tablets that are labelled as educational, some are better than others. Many games simply require the child to touch the screen and children will often use a hit of miss system to try to navigate these games, first pressing one option on screen, if that doesn’t work trying another. While the child is occupied on the device for that particular space of time, often their use is only surface level and no skills are being developed or knowledge acquired.
When children are using devices within the setting it is for a particular purpose and the child has already been introduced to the game or activity before being given access to a device. Often the whole class will take part in playing a game or completing an activity, learning what the objective is, what are the questions asking, what do the different buttons do, before they play (and learn) by themselves. But even when playing ‘independently’ there is always an adult present to monitor use and help pupils with questions or problems that may arise. This means that the time spent on the device is purposeful and the child is developing or refining their ability to use devices to complete a task.
When children view a song or music clip on a device at the setting it will be linked to the theme or focus area such a phonics, opposites, months of the year, animals, etc. For young children the combination of hearing and seeing something simultaneously helps the children make connections particularly when it is in their second language, while joining in builds confidence and develops vocabulary. Short videos are sometimes viewed in addition to reading stories and provide great opportunity for discussions around topics such a friendship, sharing, kindness, recycling - the list goes on. The most important thing when children view a cartoon in the setting is always the use of the pause button that allows teacher to stop and check pupils’ understanding, making links to what they already know, and asking questions.
As the children get older it is also important that they begin learning to navigate the systems on devices so that they can complete tasks such as logging into an account, closing a website or game, turning a device on or off, writing their name on a keyboard, turning the volume up and down, plugging in headphones or chargers. This means that the time is spent interacting with technology, rather than simply absorbing screen time. With technology surrounding our children it is inevitable that they will come into contact with a range of devices and therefore need to learn how to interact with them effectively however, importance must be placed on interaction and purpose, as opposed to devices being used to occupy or entertain children.
