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Technology can be employed in active, collaborative, and fun ways. When technology is used to compliment rather than replace play, it can broaden children's thinking and expression while also encouraging problem-solving and creativity.

Digital equipment, for example, involving cameras, is able to be used in creative and interesting ways, enabling children to record their own learning, capture the development of their projects, and narrate stories that evolve from their play.

Technology can be used to build on children's learning by accessing resources,and developmentally appropriate STEM (science, technology, engineering, and mathematics) topics and activities, broadening their learning experiences.

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Steps to take for safety surrounding screen time

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Steps to take for safety surrounding screen time

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The American Psychological Association (APA) encourages parents to pay attention to the content and manner in which their children engage with screens. Examining studies regarding the potential harm of technology to children establishes a link between the degree of a child's technology use and a range of related behavioral and developmental issues.

Encourage children to take screen-free breaks and participate in outdoor activities.

Avoid using screens as "babysitters" to keep children entertained.

Find non-screen activities such as storybooks, colouring books, colouring books and creative toys.

Ensure children's devices are not interfering with sleep schedules.

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Digital tools such as cameras can teach children and adults how to ask questions about the world and guide them in carrying out experiments, asking testable questions, and explaining phenomena based on their own and others' observations.

Videos, e-books, and other digital supports containing appropriate visuals and animations have been found to increase vocabulary and understanding.

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Capturing children's moments of wonder enhances their inquiry skills, including observation, questioning, and prediction, and prepares them for future scientific investigations.

We have created a wonderwall scrap book in the classroom that every child can take home once a week to look at other children's explorations or questions about the world.

As you know, each week a group of children get to take home a camera to capture observations they find interesting, either at home or on adventures outdoors. Then the child can bring the camera back to school, where we print the photos and add them to the book. This included many photos of leaves, dogs, and bugs. These photos lead to questions for children to wonder about, such as "I wonder if dogs can run faster than cats?" or "I wonder where flowers come from?".

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But why stop there!Imagine the possibilities of the future and how they could have been so useful for children during the COVID-19 pandemic.For example, so many children missed out on their final year in ECEC and the associated social and emotional preparation for their transition to primary education that would have been provided.

What if augmented or virtual reality technology had been mainstream and accessible during that time.Children could have engaged in a virtual walkthrough of their new primary school environment and had a meet and greet with their primary school teacher and even classmates.This may sound like a somewhat futuristic idea for ECEC, but who would have imagined 30 years ago the technologies which exist today?Such technologies may be expensive now, but like all new technology, surely they will become more affordable over time.

Moving forward, a 2021 report on the uses of technology in ECEC, both pre- and post-pandemic, has highlighted the need for policies and procedures to be developed to provide appropriate guidance for increased utilisation of technology within ECEC pedagogical practice (Organisation for Economic Co-operation and Development ().This is reflective of the current lack of direction on technology within the ECEC curriculum in Ireland's curriculum and quality frameworks.Although notably, the National Council for Curriculum and Assessment (NCCA) are currently engaged in a project to update the Aistear curriculum framework which will hopefully address this gap in an Irish context.The has also recommended the provision of practitioner training and the development of age-appropriate tools to further support the effective incorporation of technology in ECEC pedagogical practice.Of course, there are practical concerns that must be considered, such as ensuring that a balance is struck between engaging with technology for pedagogical use and avoiding an excess of screen time, as suggested by Finnish pedagogues ().Additionally, we must ensure that the ECEC curriculum does not become dependent on technology so that those who do not have equitable access to technological tools are not disadvantaged. However, such issues further underpin the importance of developing and providing relevant training for ECEC professionals, appropriately embedding technology within the curriculum and quality frameworks, and considering the possibilities of technology in broader terms beyond merely smartphones, tablets, search engines, and streaming apps.

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Harnessing Digital Technology as a Pedagogical Tool in Early Childhood Education￼

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How schools and teachers can introduce digital technology as a developmentally appropriate pedagogical tool for ECEC children.

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This video is an example of how technology can be used by children at home to explore themes they have shown an interest in, such as space. By asking questions and inviting and encouraging children to wonder about space and rockets, it is an example of using technology to promote STEM in the early years.

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This link will lead to activities to do with your child at home, If any materials are needed, please contact me with the activity you would like to do, and we will send the materials home with your child. This is also an opportunity to invite your child to use the camera to take photos of the process and outcome of activities to share with the class in the Wonderwall book!

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Looking to experiment, learn and play? We've got hands-on activities - with everyday household items - for all ages. Find something to try at home or in the classroom!

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Stevenson, A. (2013). I Wonder... Science and Children, 50(6), 74.

Pasnik, S., & Hupert, N. (2016). Early STEM learning and the roles of technologies. Education Development Center.

Silverman, R. D., & Keane, K. (2021). The Power of" Screen Time": Harnessing It to Promote Language and Literacy Learning in Early Childhood and Elementary School. American Educator, 44(4), 20.

Maryville University, (2022). Children and Technology: Positive and Negative Effects. Maryville.edu. https://online.maryville.edu/blog/children-and-technology/#positive-negative-effects