Creativity, purpose remain central as young learners navigate digital ropes
Featured in the Age’s Early Learning Guide on Saturday 27 July 2025 – Principal, Susan Just highlights Lauriston’s integration of technology within the classrooms of our youngest learners.
Educators see technology as a tool that actively supports inquiry, writes Nathan Scolaro.
As many parents will attest, technology is an increasingly central feature of a child’s life from their early years. Avast range of gadgets – from digital cameras and tablets, to video game consoles and basic wearable devices – is a constant presence in young lives, raising questions about the suitability of such technology and how
it is accessed.
This immersion from an early age has led to the term “digital native” coming into everyday use, marking out a generation that is growing and learning in a connected age. The reality that technology is an integral part of young people’s upbringing is front of mind for educators at all stages of schooling, starting with early learning and preschool for these digital natives.
“Emerging issues and trends in technology education continue to shape how we approach digital learning in early childhood settings,” Andrea Elliott, head of junior school at Westbourne Grammar School, says. “Key trends include the growing presence of artificial intelligence, the increasing accessibility of immersive technologies such as augmented and virtual reality, and a shift towards teaching digital literacy and citizenship from an early age. “As these tools become more integrated into everyday life, educators are tasked with ensuring that children not only know how to use technology, but also understand its impact, purpose and ethical implications.
“Alongside these opportunities, there are also important considerations around screen time, data privacy, and equity of access. Balancing innovation with wellbeing,
and ensuring that technology enhances rather than replaces rich, relational learning experiences, remains a central focus for educators and schools committed to best practice in the digital age.” The school, which operates its Amici Early Learning Centre at its Truganina campus, uses its digital strategy Beyond 2025 as a guide to ensure technology supports and enhances learning in ways that are developmentally appropriate and future-focused. “At Amici ELC, technology is thoughtfully and purposefully integrated into a rich, play-based curriculum inspired by the educational principles of Reggio Emilia,” Andrea Elliott says.
“We view children as capable, curious citizens with rights, and our approach to digital learning reflects this image. Educators see technology as a meaningful tool that supports inquiry, communication, creativity and relationships.”
These themes are also central to Lauriston Girls’ School, as it incorporates technology into its early years curriculum at its Armadale campus.
Susan goes on to elaborate, “We believe that the key is to use technology and digital tools to enhance learning and play experiences as part of a holistic learning curriculum,” Lauriston principal Susan Just says.
“We use technology to teach design, which enhances creativity and critical thinking. We focus our attention when we use technology on the core curriculum of literacy, numeracy and STEM. “Our children designed a sand machine when they could see that sand in their sand pits was being removed by the changes in the weather and their own playing. The children used our digital fabrication laboratory at school to make the parts for their sand machine, which was designed to put the sand back into the sand pits.
“The three and four-year-old children also learn some basic coding principles. An example of this is a project to design a map of the ELC. The project includes making a game where a character has to get from one place to another. The children also created a story and illustrations.
Pictured: Blairholme Early Learning Centre’s kindergarten classrooms are equipped with height-adjustable screens to support classroom activity.
Just continues, “The children respond positively to these activities because they can be collaborative and hands-on. The children use their imaginations and problem-solving skills.”
This mindful use of technology is a key feature of the school’s approach, viewing technology as a valuable tool that supports children in developing the skills they need to thrive during their primary school years. There is also a need to show families that technology is being used to support their children to be creative, to play, and to interact with the people and environment around them.
“Our children will be completing their education and moving onto further studies and careers where technology will be a part of daily life and work,” Susan Just says. “We want to demonstrate how technology can enhance learning, and balance this with face-to-face and experiential learning, which is technology-free.
“Our parents want their children to have a well-rounded education, therefore using technology for educational purposes is a positive. We do not overuse technology, and our parents value the opportunities their children have to play, explore and interact with peers and their educators.”
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