It’s the story of a mother who doesn’t really understand why, in her daughter’s class, the tablet is used as a “reward”. In fact, she doesn’t understand why the tablet is even there.
Élodie Berthelier’s daughter is in… kindergarten.
I’m not going to name the school in question. I’m not going to name the teacher. I’ll save them the embarrassment. Either way, the problem I’m about to describe transcends this teacher and this school. This demonstrates to what extent the presence of digital technology in the classroom, in this province, is a big nonsense.
I quote the email that Élodie Berthelier sent me: “They associated tablet and reward. Every day, a star student can play on the tablet morning and afternoon. He has the right to choose friends to watch him. The tablet is therefore present every day, morning and afternoon. The games the kids play are supposedly educational (running on rails and avoiding getting caught by the police is not educational in my opinion!). »
Mme Berthelier studies neuropsychology. She is aware of the studies which show that we must limit screen time for children as much as possible, especially when they are of preschool age.
So she decided to ask the school for an explanation last fall. The director cited the Commitment to Success Plan that each school service center must produce. I went to read it: if there is any justification there for using the tablet as a reward in kindergarten… I don’t know how to read.
The teacher first directed Mme Berthelier to his director. The mother insisted to the teacher, telling him that beyond her opinion, that of the teacher, the facts are the facts and, “if you wish, I can send you numerous studies on the effects negatives of the screens…”
“Parents have lost control of screens over children,” she added. They watch them enough at home. Young children’s brains need real experiences and the real world to develop. By integrating the tablet into preschool and associating it with the star student, the school is sending a contradictory message. I know and see enough on the subject to unfortunately be disappointed and sad that from the age of 5 at school, the screen is present. During two periods of free play, each day a child loses an opportunity to connect with the children in his class, but also to move more. »
I read that and said to myself: Everything is here.
Everything that specialists say and fear about tablets – concerns that I have been relaying in this column for several weeks – is summed up splendidly by Mme Berthelier.
Children’s need to play in real life, face to face, is essential to their development. This play time has been cannibalized for several years by screen time, which would be harmful to their cerebral and social development. Is it helpful for school to add to screen time?
The Dr Jean-François Chicoine, a pediatrician for 40 years, delivered in this column a vibrant plea for play in real life, far from screens. He even prescribes disconnections to certain children!
Read the column “Our crazy lives”
The Canadian Pediatric Society has taken a position in favor of a significant reduction in screen time among children and against the “passive” use of a tablet: an adult should be present… The complete opposite of what is happening in this class kindergarten.
The National Institute of Public Health of Quebec (INSPQ) recently published a synthesis (an inventory of scientific knowledge) which shows that digital technology does not bring anything really positive (quite the opposite) for learning among the least. aged 25, in an educational context.
In short, the fact that digital technology should be used sparingly among children, that the younger they are, the less they should be exposed to screens, all this is known if we take the trouble to look.
I come back to Élodie Berthelier’s grievances. The teacher ended up sending a response to his partner, where he justified the use of the tablet in his kindergarten class. He cited 12 reasons.
Here they are, it’s worth quoting them at length:
1. That the child is able to recognize numbers on the board in order to access the code on the tablet to access the games.
2. That the child is able to hold the tablet properly when traveling in order to avoid breaking the glass.
3. That the child is able to turn the volume up and down.
4. That the student is able to make game choices according to his interests or what he wants to explore.
5. That the child is able to choose a friend to accompany him.
6. Promote mutual aid and socialization.
7. That the child is able to close the tablet after use so as not to drain the battery.
8. Increase self-esteem when the student successfully advances to the next level.
9. That the child uses his creativity in certain games proposed.
10. That the child learns to recognize and trace the letters of the alphabet and numbers with his finger.
11. That the child is able to listen to interactive stories and complete challenges that meet their abilities.
12. That the child is able to stop when play time is over even though his game is not over.
Hold the tablet properly without dropping it? Increase self-esteem by successfully completing a level? Remember to turn off the tablet? Being able to choose a friend?
Ayoye.
I admit to being blown away by the vacuity of these explanations. So I sent this response to Dr Chicoine, an expert, to see if I was in the field. His reaction: “He describes insignificant technical operations. The part about the volume as an educational asset would be a poem if it did not so well represent the educational oven in which we find ourselves. »