“ There are three teachers of children: adults, other children, and their physical environment.”
Loris Malaguzzi founder of the renowned Reggio Emilia Approach to early learning.
Early childhood, ages birth to 8, is a period of development where the environment has a powerful impact on how the brain develops and grows. In the first few years of life, more than 1 million new neural connections are formed every second (Center for Developing Child). The brain in middle childhood, ages 9-11, is a critical period, too, as it adapts rapidly to new experiences.
Our classrooms – the designed space, the fostering of class culture, curricula, routines, explicit instruction, materials and devices – are the third teacher because of their incredible capacity to influence the growth of brain cells and the way neural connections are wired. The quality of teacher-student interactions, the purpose ascribed to small groups, peer-to-peer collaborations, and opportunities for students to focus on (or struggle with) independent tasks – all of it – influences neuron-to-neuron connections.
Since 2010, screen devices such as Apple iPads, Google Chromebooks and PCs have become ubiquitous in the classroom. Commonly, students in grades K-3 extend their reading and math learning on devices. They do so by accessing programs like Lexia, Starfall and ST Math for 30 minutes or more a day. An observer, who walks into any lower elementary classroom where all the students are on devices, likely will see every student engaged. Without a doubt, devices and apps do have an effect on student motivation to learn. We love the devices for their main benefits of freedom, speed, and engagement.
While we recognize the benefits of students using devices and learning apps, we also need to be asking critical questions. How are tech devices and digital apps affecting the development of young children’s brains? What possible challenges does tech in the classroom pose to students’ executive function skills? Do fast-paced digital programs, wire young brains for speed so that when students transition to slower-paced activities, they struggle to pay attention? If young children’s brains are ever adapting to the speed associated with devices and apps, will they able to focus and regulate well during slow-paced whole class lessons?
Primary grade classrooms need to be places that fulfill the promise of the environment as third teacher. Our classrooms can only become competent third teachers, if we as second teachers intentionally and critically manages day-to-day learning with sensorial, purposeful, and interpersonal experiences.