Tools for Learning: Blocks and Computers

Tim Graves, M.S.Ed.

I tell my college students that if I could choose only one piece of equipment for my early childhood classroom that I would choose blocks.  "But Mr. Graves," a brave student invariably begins, "the children in my after-school job just use blocks to hit each other.  So, we took them away. The discussion usually centers on the appropriate use of blocks with young children. 

 It is like that with markers or computers or sand tables or televisions or books: how we use them matters.  Let's take a look at several tools--technologies--and explore their appropriate and inappropriate uses.

 Markers.  In my experience, young children like markers because of their brilliant colors and ease of application.  The ease of application makes them particularly attractive to the youngest children who have trouble marking with crayons. A few varieties of markers have smells that encourage  toddlers to suck the ink out of the markers.  Bad technology?  No, inappropriate use of technology for toddlers. 

 Sand tables.  Sand tables provide many opportunities for children to learn math and science concepts while practicing social skills.  Skillful teachers practice using productive and open-ended questions that extend child learning. Others use this as an opportunity to quiz children with yes or no questions: "Is it full or empty?"  Bad technology?  Excellent technology.  Sometimes good teaching, sometimes not so good teaching impacts its value.

 Books.  Books provide access to information; they provide pleasure; they provide language and arts appreciation; and, yet, in some classrooms they are presented in dull, unimaginative, "must sit still and be quiet" ways. Bad technology?  This fabulous technology simply requires enthusiastic teachers.

 Television.  I have been very anti-television in my time, banning television altogether in programs I directed, to making my own children "buy" TV time with tickets.  Still, I have learned from several excellent teachers, even television can be a useful tool.  I have seen teachers respond to child curiosity with brief videos of animals and I have seen family providers use TV as a homelike snuggle time.  Bad technology?  No, not inherently, but certainly one that is appropriate only in very specific ways.

 Computers.  Many classrooms with computers use them inappropriately.  I have seen computer labs where kindergartners receive group instruction and children--three to a chair--fight to use parquetry blocks on a screen when the real object would actually encourage cooperation. I have also seen skillful teachers use computers as tools for gathering information, as communication devices, and as but one way among many to learn actively.  Bad technology?  When used appropriately computers can be one of many tools that support learning.

Rarely, have I rejected any tools at my disposal.  I believe it is time to move beyond the sandboxes or computers debate in early childhood education for several reasons: 1.) Most of us do not have to choose; 2.) Children who will be adults in the mid-21st century will need to have skills related to technologies; and 3.) Realistically, computers are here and they will be in most classrooms. The real question has become whether we will use the tools we have appropriately or inappropriately.

©Copyright, 2001 Timothy R. Graves.  All Rights Reserved.  Permission to reproduce for use with parents and families of young children is granted provided no financial gain is involved and this copyright notice is included. Mr. Graves would appreciate any feedback and knowing how and when you use this document. Please let him know by writing Training Wheels for Early Childhood Education at 1981 Decatur Avenue Wheeling, WV 26003 or sending an e-mail to timgraves@trainingwheels4ece.com. Additional articles and handouts can be found at www.trainingwheels4ece.com