Ring, Ring..."Hello"...Click, Click...

Technology is pervasive in our modern way of life, whether we are at home, at work, on the road or in the classroom, we cannot function effectively without technology.  Smorti (1999) states that “technology is a creative, purposeful activity aimed at meeting the needs and opportunities through the development of product, systems or environments” (p. 5).

In modern communication, we need the telephone and the computer. Without either of them, communication will be slow and inefficient. Practically every household in New Zealand would have a landline, a cell phone or a computer. Most of them have all three.  It is common to see people talk on their cell phones while they walk, rest in the park, or even drive. Seeing the world around them, young children do likewise with improvised or toy cell phones to simulate communication in their imaginary play.  Some do ‘texting’ on these improvised or toy cell phones.  It goes to show how far modern technology has influenced human behaviour.

The computer has become so much a part of our routine life that we cannot do without it.  As Fleer & Jane (1999) wrote “computers provide a powerful tool for achieving information storage, retrieval and communication” (p. 100). Computer technology is increasingly becoming an important part of our early childhood curriculum.  Acquiring the skills to use the computer not only promotes children’s cognitive and language skills, but it can also “promote the development of a broad spectrum of intelligences” (Catron, 2003, p.164).  Computer technology has made possible the use of multimedia technology in the early childhood curriculum. Because it is so versatile, the opportunities are tremendous.  “Computer experience should tap children’s potential for imaginative, creative, and emotive as well as logical and empirical thinking” (Bowman & Beyer, 1994 as cited in Catron, 2003, p.164).

Seeing how powerful computer technology is, we as teachers can promote the use of developmentally-appropriate technology in the classroom by using the computer as  opportunity for play and exploration, for developing social relationships, for increasing children’s communication skills, and for supporting the construction of knowledge (Catron, 2003; Haugland, 2000).

In our centre, children have access to equipments such as keyboards, telephones, calculators and even an electronic typewriter.  They use these equipments for pretend and imaginary play to simulate how adults use equipments at work, for example, the check-out counter, the office, the clinic, the workshop, etc.  In the process they develop an “understanding of the links between the early childhood education setting and the other settings that relate to the child, such as, home, school, or parent’s workplaces” (Ministry of Education, 1996, p. 56).  They also develop a body of “knowledge about the role of the wider world of work, such as the hospital, the supermarket...”as mentioned in the Belonging Strand, Goal 1 (p.56).  In our centre, Pro-Activ or Smart boards (computer-linked electronic ‘blackboard’) are used to help children acquire learning from various educational internet resources.  The teachers would access the websites for age-appropriate software and graphics would be displayed on the Pro-Activ board for the children to have fun working  with a magnetic pen.  Through technological fun play, children learn and are “encouraged to talk about their play and to develop reflective skills” (Ministry of Education, 1996, p.85).  

Reference List

Catron, C. E., & Allen, J. (2003). Early childhood curriculum: A creative play model. (3^rd ed.). New Jersey, United States of America: Merrill Prentice Hall.

Fleer, M., & Jane, B. (1999). Technology for children: Developing your own approach. New South Wale, Australia: Prentice Hall.

Haugland, S. (2000). Computers and young children. Illinois, United States of America: Clearinghouse on Elementary and Early Childhood Education.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.

Children watching a You-Tube clip on the Pro-Activ board

This child used the keyboard to simulate the check-out scanner

Surfing the internet for information

A ‘doctor’ busily typing his prescription

J ‘texting’ his dad

Working in the office