This is a different issue than how adults themselves might use electronic devices to promote early learning, much as they might have used a camera in the past. Young children enjoy using facsimiles of the real thing in ways that imitate actual adult use:ĭuring planning time, Leila uses a battery-less camera to “take a picture” of the “art area.” When asked what she will do there, Leila answers, “Make something with the play dough.”įinally, note that the strategies listed below refer to how teachers can support the children’s use of technology. After all, we did not put working pushbutton phones in classrooms ten years ago, nor would we ever put a working stove in the house area because children pretend to cook. Programs need not give children working digital or mobile devices (disabled ones with batteries removed are okay). At the same time, be aware that even those with wide exposure at home happily use other objects to represent such devices during play for example, a block may stand for a smart phone:Īt work time in the house area, Fernando swipes his hand across a small wooden block and tells Allegra, “I’m calling the pizza guy.
That said, incorporating technology in the classroom can provide an important experience for all children, particularly those whose family income or other factors limit access (Lee & Burkham, 2002).
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