CHILDREN, PLAY AND What is the link between play, technology and learning? Researchers have proposed that technology is an integral learning tool for promoting social, linguistic and cognitive development in young children. But how does this ‘tool’ become part of young people’s lives?
Children and Technology Lab (ChatLab) at the University of Sussex where much of the research involves exploring how technology can enhance children’s playful learning experiences and improve social skills. Play with augmented technology can help children with developmental difficulties to communicate, learn and become more socially aware.
For young children, learning through play, exploration and observation is important and technology is a cultural tool that children use and assimilate into their everyday experience. In our evolutionary past, traditions in tool use were passed on across generations through children observing and copying their parents. Nowadays formal education also has a part to play in what is transmitted from generation to generation.
Children, from a very young age, are surrounded by the technology used by their parents, older children and other adults. It is, therefore, unsurprising that even babies pay attention to toys that are similar to their parents’ smartphones or tablets. Toys that make noises, flashlights and use words are attractive to young children. And the more similar that these toys are to their parent’s devices the more popular they are with young children.
When babies and young children are awake, it is rare to see them sitting completely still. Movement is important not just for physical development, but also in the development of social and cognitive skills.
A few years ago we ran an impromptu study with my young granddaughter, Emmie (then eight months old) where we gave her a choice of two mobile communication devices. I placed the two devices on the floor within crawling distance of the eight-month-old and she made her choice by crawling towards a device and grasping it. No matter how many times we repeated the ‘experiment’ (moving her away from the two devices, moving the devices around, placing them screen down) she invariably chose one over the other.
Babies show a positive response to action play from an early age; I recently watched my six-month-old grandson’s face light up as he was hoisted high into the air. Babies enjoy the feeling of movement whether it is through their own efforts – perhaps by kicking and waving their arms - or by being carried, rocked or jiggled up and down. The varying sensations experienced through motion are the first forms of both solitary and social play. Children also learn self-control through play, by controlling their own actions and also by developing an understanding of the need to be sensitive to other’s gestures and movements. But what do we mean by play in the context of technology? If children chose an activity, actively engage in it and mould it to fit their experiences then this is play. Technology that allows children to be creative enhances their learning and can also help them with their social development. I am associated with the 10
My granddaughter’s preference for one device over the other is probably because of her familiarity with that particular device. The device that Emmie preferred was her father’s mobile which she often played with. Children, even young ones, tend to imitate the people around them and they most frequently observe and copy their parents’ behaviour. To a certain extent child will be drawn to technology because they see their parents using electronic devices a lot of the time. Children play and learn with technology. In previous decades there was a debate about television interfering with children’s
