Photo Taking Technology

Children are brimming with curiosity, creativity, and unlimited possibilities when it comes to using a camera. There’s something intriguing about taking photos with the added feature of looking at the images instantly. It’s this feature of a digital camera that seems to grab a child’s attention most. What started off with one child’s interest turned out to be a group affair.  Out of her curiosity, one of the group brought a camera to me, asking me to show her which button to use. It was obvious she wanted to take photos. What a great idea, as I knew this would allow the children to experience exploration through play with the use of technology. Also, the ability to document the children’s play would result in these photos being produced. It became apparent that these children were no strangers to digital camera technology. Having briefed the children on how to operate a camera, they were seemingly comfortable with its use. Other children joined in wanting to know how to use the camera as well. I observed as one child demonstrated their newfound expertise with another. As a precaution I ensured each of the three children were competent with the camera by giving a short lesson. 

As was evident throughout this activity, the camera opens up a whole new world to the inquiring mind and gives satisfaction to the curious eyes of a child. A childhood experience with photography can promote creativity and provide a wonderful tool for learning (Articlebase, 2007, para.1). Using the special eye of the camera, the child can play around and explore the environment. This starts an imaginary project by encouraging their photo taking activities to foster learning and create a photo collection (Isenberg & Jalongo, 2001) or creating a poster, a collage of family photos. This may prove to be a worthwhile activity to do with the children in future, whereby they can share their posters with their families. Other learning that the children benefited from using technology of the camera involved interaction with each other and adults. I recall a time when the children engaged in photo taking, during which a parent was present which lead the children to tell a story about the photos they had taken. This seemed to interest the parent immensely, as they were able to share in a child’s own work through the use of technology.  Capturing photos induces different facial expressions on the children. These expressions can stimulate creative communication and imaginative ideas that can inspire story telling (Isenberg & Jalongo, 2001).  This furthers the creativity process of exploration play where children express their feelings and document these feelings with the use of a camera. Hence we see that technology has the power to enhance children’s play.

Taking pictures is a thrilling activity for children, however given their due excitement in the use of a camera, it is wise to also teach them the responsibilities that come with using the technology. For example, children need to learn to keep a camera away from sand or other harmful elements as it may cause the camera to malfunction. A neck or wrist strap must always be worn when using the camera in order to keep the camera attached safely to the child. Teaching the children about camera use shouldn’t be too hard, as you will find the children fully engaged when they are introduced to this activity. One such girl ably demonstrated her own learning with confidence and contentment after she was taught how to use a camera. She particularly enjoyed pressing the photo taking button and positioning the camera for that perfect shot. 

As the children become learned in the use of camera technology, we are setting them up to become competent (Ministry of Education, 1996) in other technology, such as the computer where photos are stored and displayed for all to see. And that’s not the end of it. The children not only want to see their photos on screen – they want to be able to have tangible evidence of their efforts. The printer comes in handy for producing the children’s photographs and they are able to take these home. Finally, we ended up having a show and tell session at mat time. All this was made possible with the use of technologies.

“There is an increasing awareness of the technological world that we live in: a world that people have created and changed through technology” (Smorti, 1999, p.5). Gone are the days when we had to buy film and wait hours for processing our photographs. Today’s technology means that children can engage in meaningful play whereby the results are instant. Nowadays photos are at the touch of a button. The children take to this technology naturally and it is a joy to watch.

 

References

Articlebase. (2007). Using the camera for learning and creativity with children. Retrieved from http://www.articlesbase.com/photography-articles/using-the-camera-for-learning-and-creativity-with-childdren-108563.html

Isenberg,J. & Jalongo, M.R. (2006). Understanding children’s creativce thought and expression. In Creative thinking and arts-based learning: Preschool through fourth grade (4^th ed.). Upper Saddle River, Nj: Pearson Merrill Prentice Hall (pp.3-37).

Ministry of Education. (1996). Te whᾱriki: He whᾱriki matauranga mo nga mokopuna o Ᾱotearoa: Early childhood curriculum.  Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.