Camera Play
The overlap of materials, peers, play, and documentation.
For years, I have included cameras for kids to use in the classroom. They are cheap, digital cameras with low megapixels that families would churn through as they got the next model the next year, tucking the old 4MP into a junk drawer. Now that cameras and phones are one and the same, most people have ditched the point and shoot camera in favor of the smartphone camera.
One of my favorite kid-made photos, circa 2009.
In the past, I took a lot of personal ownership over these cameras in the classroom: I decided when they were available, I attempted to unload the photos every day; I attempted to attribute the image to the right photographer. In retrospect, I had a lot of unspoken expectations about them. And I was, of course, thinking about the possibility of the cameras breaking. But putting up barriers instead of encouraging exploration and experimentation can stop the exploration from happening at all. I had created a schema in my head about how it would look to have cameras in the room, but the reality of it is different: I had to step back and let kids show me how the tool would fit into their play time. I need to trust and respect children’s playful instincts.
In an effort to expand the languages available for play stories in Play Lab after school programs, I added cameras. Kids can use them freely, and that freedom has made the cameras a larger asset than I imagined they would be. Children document their playful explorations with materials and friends; they offer windows into their interests. Some recent personal takeaways about cameras + photography as part of a playful material offering:
Photography is engaging. Sometimes kids are done exploring materials, and taking photographs is something for them to do independently. For children who aren’t excited by the prospect of drawing or writing about their play at the end of a session, the camera is another option.
Photography is playful. Taking photos of materials and work is one thing; having a photo shoot with your friends is a different facet of play. Often, child-centered play has phases: planning, organization, construction/making, and then some imaginative play with the materials and/or space that you prepared. Cameras and photography compliment every second of a play journey.
Kids are absolute naturals with technology. The five- to eight-year-olds I have worked with recently rarely need an introduction or tutorial. Kids are digital natives, open to exploring technology independently and just seeing how it works.
It frees up my need to document. I’ve always been a heavy documenter, camera in my pocket and clipboard under my arm. I’m trying to be less of a perfectionist about getting the ‘just right’ photo or video, so I can suggest to a child that they grab a camera and take some photos. Someone is usually eager.
I learn about what is salient to kids. For some, it is experimenting with the camera. For others, it is their construction, their friends. Sometimes it is the camera itself: kids figuring out how to take panoramic photos or add an Art Deco filter.
Kids can explore photos or videos. I’ll let W’s MTV Cribs-style video of his chain reaction machine this week speak for the power of spontaneous, kid-created videos.
DIG DEEPER
A search for digital cameras under $25 brings up plenty on eBay. Other options for acquiring cameras: ask families, look on craigslist, or head to the thrift store.
An archive of my old blog posts about children’s photography.
The photography of a 19-month-old.
A kid photographer photographs another photographer at work.
See you next Friday with more thoughts, ideas, and links!
Allie