Creative TechnologiesTools for solving problems and thinking

Technology includes any tool that helps humans solve problems from simple machines to digital devices.

Introduction

Technology in early childhood is often misunderstood as just screens, but it actually encompasses any tool that helps humans solve problems. Knaus and Roberts (2017) define technology as being inventive and making things work, which includes using simple machines like gears and pulleys as well as digital tools. In the Early Years Learning Framework, technologies are tools for investigating and representing thinking. We differentiate between Design Technologies, which involve creating solutions for authentic needs, and Digital Technologies, which involve computational thinking. This page explores how both can be integrated into play to foster innovation.

Theories and Perspectives

The integration of technology is supported by Seymour Papert’s theory of constructionism. Papert believed that children learn best when they are actively constructing a public entity,whether it is a sand castle or a computer program. Technology makes children’s thinking visible. We also draw on Vygotsky’s sociocultural theory because technology is a cultural tool that mediates learning. When children use a tablet to document a discovery or a shovel to dig a hole, they are using the tools of their culture to construct meaning. The concept of computational thinking is also central, where children learn to organise data and break problems down into steps.

Resources, Materials & Digital Technologies

A technology-rich environment includes a balance of unplugged and digital resources. Howard and Mayesky (2022) suggest using low-tech tools like egg beaters, pulleys, ramps, scissors, and staplers to help children understand mechanics. High-tech resources should be interactive rather than passive,digital microscopes to view nature up close, light tables for exploring transparency, and robotic toys like Bee-Bots to teach sequencing. Recycled materials are also crucial for design technologies, allowing children to build and prototype their own inventions.

Unplugged Tools

  • Egg beaters, pulleys, ramps, scissors, staplers
  • Sieves, colanders, simple hand tools
  • Recycled materials for prototyping

Interactive Digital

  • Digital microscopes and light tables
  • Tablets/cameras for documentation
  • Stop-motion apps for storytelling

Robotics & Sequencing

  • Bee-Bots and simple programmable toys
  • Unplugged coding mats and command cards
  • Logical puzzles for computational thinking

Age-Appropriate Learning Experiences

0 - 2 Years (Cause-and-Effect & Tools)

Cause and Effect Toys

Provide pop-up toys where infants push a button, turn a dial, or slide a lever to make a character appear. By sitting with the child and modelling the action, we help them understand that their physical action causes a specific reaction. This foundational concept aligns with Knaus and Roberts (2017) and links to EYLF Outcome 4.1 where children develop dispositions for learning such as curiosity and persistence.

Knaus & Roberts, 2017, EYLF Outcome 4.1

Heuristic Play with Kitchen Tools

Create a treasure basket filled with safe kitchen items like a whisk, a wooden spoon, and a plastic funnel. Allowing infants to explore how these tools work and feel helps them understand the function of simple technologies through sensory manipulation. This experience supports EYLF Outcome 4.4 where children resource their own learning through connecting with technologies.

Howard & Mayesky, 2022, EYLF Outcome 4.4

2 - 3 Years (Mechanics & Functions)

Sandpit Tools

Toddlers can explore design technology in the sandpit by using sieves, colanders, and shovels. Encourage children to separate stones from the sand using the sieve and ask them why the sand goes through but the stones stay. This helps them understand how a tool is designed for a specific function as described by Knaus and Roberts (2017). This links to EYLF Outcome 4.2 as children use skills such as inquiry and experimentation.

Knaus & Roberts, 2017, EYLF Outcome 4.2

Torch Light Exploration

To explore simple mechanics, create a dark den using a blanket over a table and provide children with torches. By showing them how to turn the torch on and off, children can explore light sources and the mechanics of a switch. This idea is supported by Howard and Mayesky (2022) and links to EYLF Outcome 5.4 where children begin to understand how pattern systems work.

Howard & Mayesky, 2022, EYLF Outcome 5.4

3 - 5 Years (Digital Tools & Sequencing)

Digital Scavenger Hunt

Preschoolers can be introduced to digital tools through a scavenger hunt. Using a rugged digital camera or tablet, children go into the garden and photograph three living things. Afterwards, printing the photos and discussing them teaches children how to use digital devices to record information. Knaus and Roberts (2017) highlight this as a key way to use technology to represent thinking, which links to EYLF Outcome 5.5.

Knaus & Roberts, 2017, EYLF Outcome 5.5

Bee-Bot Navigation

Robotics can be introduced using a Bee-Bot programmable toy. On a simple mat with squares, educators ask children to program the robot to reach a specific destination by pressing the directional arrows. This introduces computational thinking and sequencing. This activity supports EYLF Outcome 4.2 as children problem solve and experiment with trial and error to make the robot move.

Knaus & Roberts, 2017, EYLF Outcome 4.2

6 - 8 Years (Algorithms & Media)

Unplugged Coding

Older children can learn about coding concepts without computers using a floor game. One student acts as the robot and another as the programmer. The programmer gives specific commands like forward two steps or turn right for the robot to follow. This helps students understand algorithms and precise instructions as outlined by Knaus and Roberts (2017). It links to the Australian Curriculum for Digital Technologies where students follow and describe a sequence of steps.

ACARA Digital Technologies, Knaus & Roberts, 2017

Stop Motion Animation

To combine art and technology, students can use a tablet with a free animation app to create a short movie using clay figures. They take a photo, move the object slightly, and take another photo to create the illusion of movement. This helps them understand the technology behind moving images. This integrates media arts with digital skills linking to the Australian Curriculum for Media Arts regarding using technologies to create time and space.

ACARA Media Arts, Howard & Mayesky, 2022

See full references on the References page.