When we talk about technology in the early years, the conversation often drifts to screen time—an aspect that many educators find worrying. However, technology in early years settings is far more than just tablets and computers. It’s about toys, everything from torches to instant recording devices to push button toys.
In early years settings, toys with simple press button mechanisms are often the first form of ‘technology’ a child encounters. They help children to understand cause and effect, and when a toy’s batteries are dead, this connection is lost, potentially leading to frustration and even a sense of failure.
Rechargeable batteries and chargers make it easier to keep electronic toys fully charged. It can be a good idea to include ‘charging the batteries’ in your end of day check list. Another option, is to try and buy toys which you can plug in to recharge – just add it to the check list.One of the most underappreciated tech tools in early years settings is the humble torch. Torches can spark curiosity and creativity in ways that many complex toys cannot. Handing a child a torch allows them to explore their environment in a whole new light, quite literally.
Children can shine the torch at the ceiling, make hand shadows on the wall, or experiment with placing coloured tissue paper over the light. These simple activities encourage experimentation, imagination, and an understanding of how light interacts with objects. It is a great example of how simple tech resources can have a high impact on learning – just ensure they have working batteries or a docking station to recharge!Throughout my career, there have been concerns about technology and the current one is screen time. Dr Yinka Olusogo, from the School of Education at the University of Sheffield, suggests that our fears about things such as screen time are similar to how we feel about lots of new innovations: that they interrupt children’s natural play. She has lots of examples including concerns in the 1950s that children would gulp down their meals to listen to radio shows and, in late 19th century, worries about children being corrupted by reading the so called ‘penny dreadfuls’, (cheap magazines with melodramatic and, often violent, stories).
Screen time, when used thoughtfully, can provide incredibly rich learning experiences for children. For example, I can recall a child I worked with who struggled to focus during continuous provision. The child spotted me using an interactive tilt and touch table which children could use to draw with special digital pens. They were fascinated and reached out for a digital pen and I encouraged them to have a go. They remained engaged and absorbed for more than 15 minutes – much longer than usual.
I’ve also witnessed excellent use of screens to provide sensory experiences for children with more complex learning differences. The I Love Fireworks app, for example, creates a cause and effect process where a child can tap on the screen to see fireworks explode in a range of colours and sound.
We need to move beyond the fear of technology and instead focus on its potential to enhance learning. Early years settings are perfectly positioned to introduce children to the world of technology in a way that is playful, exploratory, and developmentally appropriate.
Whether children are pressing buttons, exploring light and shadows or engaging with a screen, technology can be a valuable aspect of children’s learning and development. Think ‘activity first, technology second’ to ensure that the child, and their needs, is always the priority.
Richard Waite has wide experience as an early years practitioner with expertise in early years technology and has worked in the sector for over 30 years.
Further information:
Interview with Dr Yinka Olusugo. a Tapestry podcast
Check out Nursery World’s current series by Fiona Joines on best practice when using digital technology here
