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Technology VS Hands On Play
Craft Crate prides itself on creating products which promote traditional hands-on play. But with technology being steadily incorporated into classroom learning, it is important to recognise the potential of both within your OOSH/OSHC centre.
Benefits of Technology in OOSH/OSHC Centres
Technology is an essential asset in the lives of our children. Often viewed as a recreational tool, technology is versatile and this narrow-minded view does not appreciate its full potential. With online learning a part of education given the current climate, it is increasingly important that children are given the opportunity to experiment with the technology available and broaden their educational horizons.
Creating access to computers, iPads or gaming devices and monitoring usage is an easy way to foster technological learning. By facilitating online educational games such as a Kahoot quiz, or even an activity as simple as a PowerPoint, and allowing children to fiddle with its features, can create a fun environment in your centre.
An extension of these principles is gaming, which is an ever-present feature amongst children. The past decade has steadily seen an increase in the gamification of learning, a notion that activates cognitive behaviour associated with gaming, such as competitiveness, goal-setting, and teamwork, in a classroom setting. While as educators it is not our initial role to teach, activities and exercises that result in similar engagement can be an incredible resource in OOSH/OSHC centres. While primarily used for leisure, consoles such as the Nintendo Switch have been proven to enhance hand-eye coordination and reaction time in children, and build their peripheral sight capabilities. Although expensive, allowing children a small window in either after school care or vacation care to play a game such as Mario Kart can be a valuable exercise.
It is also important to recognise the various learning styles of each child. Many children at our centre have ADHD, and therefore, play can get ‘boring’ quickly. Children who also learn better through audio and visual stimuli are also more likely to engage with technological play far better than other children. By catering to alternate learning abilities, the addition of technology in-centre can be a vital resource incorporated in the program.
The significance of hands-on play
Similarly to technological play, hands-on play is an integral part of children’s education and growth. In order to establish key motor skills, the physical practice of creating through play is vital in the progression of a child’s development. Play which leads to a tangible outcome, such as Lego, building blocks or 3D puzzles strengthens problem-solving abilities and allows children to experiment with their imagination.
Hands-on play also offers a creative alternative to screen-time. As mentioned, if utilised correctly, technology can have a positive effect on children but there needs to be a balance.
Studies have shown that while technology does not impact most of the population, keeping children indoors for the majority of the day can result in nearsightedness as their eyes are glued to various screens.
With 1 in 6 Australian children between the ages of 10 and 14 requiring glasses and contact lenses, it is important to facilitate a range of options, both indoors and outdoors which look after children in our centres. Other side effects of overexposure to technology vary, but can be as severe as migraines and long-term learning difficulties, as well as increased hyperactivity, and a reduced ability to think critically.
On the flip side, critical thinking is increased during hands-on play, and children are more likely to develop communicative skills and empathy when engaged in imaginative play with others. On top of this, children more adept to kinaesthetic learning (i.e. learning through the practice of participation), are less likely to be engaged in technological play, and more so in creative activities in the real world.
So which is better?
Technology is the way of the future, and we as educators must embrace the way our children are developing with it. However, we must not forget the significance of facilitating hands-on play, as it is equally as important to the growth and development of children.
So in short, neither is ‘better’ than the other. Children have different needs and different ideas when it comes to play. We must provide a balance that attempts to cater to all needs, whether this is outside playing with tangible activities, or on a screen, creating technologically literate youngsters that can use the skills acquired during their time at OOSH/OSHC to their advantage later in life.
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