IPads in the Early Childhood Setting

Each week within my centre we have a different ‘sound of the week’ in which the children are able to bring in something for show and tell that begins with that particular sound.  The week beginning Monday 11th March, our sound of the week was the letter ‘I’ and one particular child brought in an iPad to share with us!  I am all for embracing technology within the early childhood setting; however I could not understand why the child’s parents would let him share this expensive piece of equipment with a classroom full of four year old children, without their supervision. 

At first I was hesitant to this experience as I was scared that the iPad would be dropped or damaged, but as I watched the child handle the iPad I could see that he was careful and cautious.  Upon asking the child questions about his news and seeing him demonstrate ways in which it could be used, I came to realise that the child was rather technologically confident with this piece of equipment.  He navigated his way to his favourite game, of which he was an expert at!  He showed us some photographs he had taken with it, of which were mainly of himself pulling faces, and he took a photograph of me and put it in a silly clown frame! Te Whāriki states that children need to progress their confidence in acquiring new knowledge and skills (Ministry of Education, 1996) because technology is constantly advancing.  This child showed experience and expertise in using the iPad that the other children were able to see.  I could see that this boosted the child’s self-confidence levels as the other children were intrigued by the technology experience the child had to offer, and can be linked to Te Whāriki; “Capability in solving practical problems contributes to self-confidence and well-being” (Ministry of Education, 1996, p. 94).

I noticed that most of the other children were already familiarised with the iPad as some of them had proclaimed to have one at home, or their cousin’s had one, or their neighbour, or even their Nana!  The child let some of the children have a turn using his iPad, and something that caught my attention was how quickly they developed the skills required to use this piece of equipment.  It is important that children be introduced and familiarised with new technology on a regular basis as it will enable them to embrace the changes in this area, rather than finding it daunting (Fleer & Jane, 2011).  When teachers doubt the effectiveness of these technological experiences, and deliberately exclude them from within the early childhood setting, children’s learning of the way of the future is hindered (Tsantis, Bewick & Thornton, 2003).  Our children are growing up in an information society and as teachers we need to educate them on the skills required to use these technological items in order for them to survive (Smorti, 1999).  This practice is mandatory, especially now considering some schools even require iPads and laptops on their school stationary list.

We must develop our skills in this area to ensure the children are familiarised with technology through experiences within the early childhood setting, because we are preparing the children for jobs that do not exist yet.  “Well-prepared teachers, who recognize the power and limitations of technology, are needed now more than ever” (Tsantis, Bewick & Thornton, 2003, p. ). 

 

Reference list

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest,

          Australia: Pearson Australia.

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, 19, 5-10.

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about

           computers in the early years. Young Children on the Web, November 2003, 1-9.