Learning about the Media
Children between the ages of three and six are by nature very open-minded and inquisitive to learn as much as possible about their environment. In order to understand and grasp the world, they ask many questions. Younger children generally make no distinction between technology and nature or between lifeless and living environments. They perceive their environment as one unit.
Of course, this also applies to the media. For children, media stand in a concrete relationship to their environment, because they are omnipresent in daily life. Taking up this relationship can be very rewarding for ECEC. At this point, a (first) access to technology can be established, which can be built up independently of gender. An active experience plays an important role for children of preschool age. They find it appealing to explore media technology and experiment with it. Sorted out old computers, telephones and keyboards are optimal objects to be explored, disassembled and reassembled with all senses present.
When learning, children have the opportunity to independently transfer known facts to new knowledge and to recognize connections. It is important to formulate one's own conclusions and findings and to make one's own assumptions.
At this point, speculations about what media actually are can also be discussed. An important step towards understanding what media are is the experience that media are neither magical objects nor living beings, but are made by humans.
Comprehension Questions
1. Can you justify why preschool children should experience and explore media technology?
2. How can you support the young children’s interest in technology?