There are many reasons parents should add a touch tablet as a birthday gift to their child: portability, infinitely expandable, opportunity to bond, relatively inexpensive, entertaining way to learn, intuitive interface, and rugged design for safety.
For my penny there is one feature that stands out above all others: movement. Imagine the difference in trying to learn about tornadoes in a picture book versus seeing them develop in stages in a video or computer graphic animation. Imagine learning the word “jump” but not seeing one.
Computers have added, for several decades now, video and animation to text, but with the touch screen tablet even young children can explore and modify movement.
On the touch screen they can change the incline of a ramp to see if the ball rolls further.
They can rearrange the spacing of bowling pins to maximize their bowling score.
They can increase the speed of a racing car to see if it can still stay on the track.
They can arrange component actions of a story to see if it makes sense when animated.
And for older children they can see a chart drop in real time as the thermometer probe in warm water shows the rate of cooling on the screen. The power of movement display comes from a mental shift it engenders: from nouns to verbs, from objects to events, and by adding space-time to space alone.
This shift is huge and touch screen tablets can help children use this new way of thinking. Consider the mistakes we make when we treat an implicit action as an object, as in “Where does my fist go when I open my hand?” This paradox disappears when we mentally reframe the fist as an action, not an object.
This bias to objectify action happens almost every day, even as adults.
But as the new media replaces the old, as movement continues to be displayed and manipulated in our touch screen tablets, such a bias will be balanced with the inclusion of concepts of movement, change, and function.
One might say, “Doesn’t play with real object also accentuate movement?” Granted play with real objects involves moment, but movement on a touch screen tablet, first created and then revisited during a replay, does more. Revisiting a movement, while NOT performing the movement, allows the child to abstract the structure, path, or sequence of movement. And therein lies learning.
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