I agree with the constructivist philosophy of learning that says children need meaningful interaction with their environment and people in order to learn and develop (Miller, 2007). Although young children are often seen as sponges that soak up knowledge, learning leads to understanding only when it involves more than transmission of information. As soon as they start to “play,” young children begin constructing their own learning experiences. Play becomes meaningful when it supports both “hands-on” involvement with children in their environment, and social interaction among them (Miller, 2007).
I agree with the idea that learning is an active process. Because constructivism calls for children to be “partners” in their learning, a teacher’s role is as a “guide” more than a leader (Miller, 2007). Constructivist programs are also more child-centered than teacher-centered. Essa (2003) describes a child-centered program as one, “…in which children are allowed to make choices, the guidelines are clear and logical, (and) activities are planned to meet the needs of the individual children in the group…”(p. xiii).
Technology supports the constructivist program because technology facilitates interactive learning experiences. Computers are interactive in and of themselves. By making computers more accessible to special needs children, assistive technology helps make learning more interactive. A child who is visually impaired can participate in “normal” activities because he has a keyboard with enlarged letters, with pictures instead of letters, or with a Braille overlay. Another child who cannot navigate a “mouse” can participate because of a computer touch screen (Eggen & Kauchak, 2004). Computer software can also encourage child interaction with his/her environment. One music program has a child explore real instruments after being introduced to electronic instruments on a website (earlyconnections, 2009).
Technology also supports social learning experiences. Assistive technology allows special needs children to join mainstream classroom settings where they have better social opportunities. Social interaction is facilitated when several children are placed at one computer to work on a program that demands a group effort. Children eagerly discuss the stories they read on LeapPads with each other and with their teacher.
Technology facilitates a child-centered program by allowing children to be in control of their learning. For example, a web-quest allows children to work independently, exploring websites for information and creating something unique from this information. A digicam project also supports independent learning. After a teacher models for children how to handle and use the digicam, children must choose their own subject and take their own pictures (Miller, 2003).
Children who have the opportunity to construct their own knowledge, whether it be through interacting with their environment and other people or by working independently, have opportunities to experience true understanding.
Resources:
Early Connections: Technology in Early Childhood Education.(n.d.). Learning & Technology/Technology & Curriculum.Retrieved June 27, 2009, from http://www.netc.org/earlyconnections/preschool/technology.html
Eggen, P. & Kauchak, D. (2004). Educational Psychology: Windows on Classrooms. New Jersey: Pearson Education,Inc.
Essa, E.L. (2003). Introduction to Early Childhood Education: Fourth Edition. New York: Delmar Learning.
Miller, D.F. (2007). Positive Child Guidance: Fifth Edition. New York: Thomson Delmar Learning.
Miller, L. (2003). Using Digital Cameras In the Classroom. Retrieved June 27, 2009, fromhttp://www.wacona.com/digicam/digicam.html#Lesson
