As I write this in a coffee shop, there is a parent with a child about three years old. The parent is typing and reading on a smartphone, and the child mostly entertains herself. She calls out to her parent, and the parent says yes each time without looking up. After the fourth time, the child goes over and sticks her head between the parent and the view of the smartphone. The parent slightly startles and then focuses on the child. She holds up a brightly-colored magnetic letter and asks what letter she is holding. The parent hops up, and they explore the magnet board together. In less than two minutes, the parent returns to the seat, the smartphone aglow, and the rapid-fire thumbing begins again. This is a very familiar scenario that we have all seen – and done – many times. I recently observed a 13-month-old infant reach for her parent’s smartphone and started swiping at the screen. She could only walk a few steps in succession, but she comprehended the rudimentary workings of technology at such a young age.
Everywhere you turn, more and more technology enhances and creeps into our lives. It is challenging to monitor your child’s tech time as so many options are available – smartphones, tablets, video games, computer time, and more. Many of us sigh and wish our children would play. Our commitment to a technology-free classroom zone has stood the test of time. We do not have computers, tablets, or televisions for children’s classroom use; within our walls, we are almost purists on this topic. We capture observations of children’s behaviors with technology, especially photographs. This is considered a best practice within early childhood; to capture images of children’s development as we can. Also, we want our parents to see the fantastic things that happen during the school day, so we take photos to share with our families.
At FUMP, we have created this lovely, wholesome, engaging environment that fosters relationships, both child-to-child, and child-to-adult. Our teachers focus on the art of conversation; listening, explaining, questioning, laughing — being fully present while interacting with the children. Children, too, are drawn into active learning; exploring, experimenting, creating, and learning in dynamic ways. Also, they must navigate the social world around them — sharing, communicating, negotiating, and listening. FUMP successfully creates a haven for meaningful interpersonal relationships and learning.
We hope parents find the technology-free zone a bonus of FUMP, and we certainly do.
A Postscript…. I received this email from a current FUMP parent, just after the post was published. Keep reading for one parent’s perspective about FUMP’s tech-free environment.
I just want to thank you for the great column you wrote regarding technology and it’s ever-encroaching presence in our lives. I know we’ve had the conversation in the past about the importance of play-based learning, and as my little girls continue to grow and are closer and closer to entering public school, I find that philosophy even more important. I know that (realistically) kids will have to learn to navigate in a tech-driven world, but I think there’s an appropriate time and place for that — certainly not before elementary school, in my opinion. Anyway, thanks for reminding us that the unplugged world is a great big beautiful place that provides endless learning opportunities and loads of entertainment — and for reminding parents that FUMP is doing its part to make those opportunities accessible to our little ones.