From Nature to Technology

By Renu Hakim and Carolyn Rogers, Edlavitch-Tyser ECC Educators

During a recent nature walk, the young explorers in our Etzim (Trees) Class embarked on an adventure, each with magnifying glasses or binoculars, curious to see the world up close and far away. One child eagerly peered through her magnifying glass, laughing as she exclaimed, “I see you” to the teacher standing nearby, as if she was seeing her for the first time. Another excited explorer took up a pair of binoculars and began turning the side knobs, intrigued by their mechanics. He quickly learned that the binocular lens is movable and adjustable.

As we continued our journey, a child spotted an insect and proudly informed her teacher, “This is a lantern bug.” Her enthusiasm was contagious, and soon all the children were captivated, using their magnifying glasses and binoculars to observe the tiny creature. The children suggested we bring the bug back to class to watch it grow. Their fascination with the bug led to the introduction of a more sophisticated tool — the digital microscope

At first, the microscope didn’t capture anyone’s attention, but that changed when one of the children noticed that the side knob moves the scope up and down, everything changed. As soon as he exclaimed, “it’s moving up and down” and “the picture is so big,” his classmates eagerly watched how he used the microscope and took their own turns. Each child found their own way to interact with the microscope, whether by continually adjusting the scope higher or lower, pressing the many buttons to watch the digital screen change, figuring out how to turn it on and off, and actually looking at the specimen up close.

As our team of educators observed the children’s curiosity in the function of how the microscope and other technology worked, we began to introduce — or reintroduce — other electronic devices into our daily exploration. The children now have access to the classroom CD player, and, over time, they have learned when the light is red, it can be turned on with the press of a button. When using a stand mixer to knead the challah dough, the children understand how to adjust the knob to make the dough hook spin fast or slow. The same with using a blender and hair dryer. They are not intimidated to try all the buttons to see what will happen.

There is an element of joy and excitement over the unexpected with each turn of a knob or push of a button that pulls the children in for more. They are intrigued by the change in an object’s appearance, the loud whooshing sounds of the motorized appliances, and the sudden musical/animal sounds emanating from the CD player. When they encounter a tool that doesn’t immediately respond, children might experiment with pressing harder, turning a knob in the opposite direction, or trying multiple buttons to see what works, using the knowledge they’ve already gathered to guess what each action might do. This persistence and flexibility in approach shows how resilient and creative children can be when faced with new challenges.

We as educators, parents, and caregivers can continue to support the children’s budding technological exploration. There is infinite potential in items you can find in your kitchen, garage, bathroom, or any other place you keep old or new tools. Technological literacy will be essential for our children as citizens of the 21st century, and these early opportunities nurture their problem-solving, creativity, and confidence as they discover technology’s potential in new and meaningful ways.

Registration for the 2025-2026 school year opens soon. Visit whctemple.org/ecc for details.

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