The Power of Play: Why Unquowa Is Reimagining Technology in the Early Years

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FAIRFIELD, CT — At a time when many schools are increasing daily screen use in elementary classrooms, Unquowa School is taking a different approach.

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Beginning in the upcoming academic year, Unquowa will remove 1:1 student devices from classrooms through Grade 3, reaffirming the school's belief that the early years of childhood should be grounded in human connection, hands-on academic learning, creativity, movement, purposeful play, and engagement with the world around them.

The decision reflects a growing body of research and professional dialogue among educators, child-development experts, and health professionals about how young children learn best. While technology has become commonplace in elementary classrooms nationwide, Unquowa believes the early years should focus first on developing attention, curiosity, communication, and critical thinking before introducing more robust technology integration.

Central to that belief is the power of play.

At Unquowa, play is not separate from learning; it is one of the ways learning happens. Through exploration, imagination, and discovery, children develop the confidence, resilience, and problem-solving skills that underpin future academic success.

“In the earliest years, we are building the habits children carry with them as learners: curiosity, focus, patience, collaboration, and confidence,” said Carlene Gordon, Dean of Faculty. “When young children have time to build, draw, talk, listen, move, and solve problems together across all disciplines, they develop the attention and resilience that meaningful and lasting learning depends on.”

By reducing daily classroom screen exposure, teachers gain greater flexibility to engage students through discussion, experiential learning and creative expression. The shift also supports differentiated instruction and deeper engagement with classmates, teachers, and the learning process itself.

The initiative reflects Unquowa's mission to “develop, educate and prepare our family of children with an unafraid spirit to achieve their personal best in a changing world.” Across campus, students are encouraged to learn through experience, build meaningful relationships, and engage actively with their community and environment. This decision represents a continued commitment to an educational model that values both academic excellence and healthy child development.

At the same time, Unquowa remains firmly committed to digital literacy. Students in Grades 3 and 4 will continue to participate in technology classes focused on keyboarding, Google Workspace, email etiquette, digital citizenship, and responsible technology use, providing a strong foundation for Upper School learning.

Our goal is to ensure that technology serves learning, not the other way around. We believe that true digital literacy isn't about constant screen exposure, but about understanding how and when technology serves us best. Shifting away from individual 1:1 screens for our youngest learners allows us to model true digital balance. It ensures our curriculum relies on intentional tech use, where devices enhance a lesson rather than dominate it, giving students the vital space to develop social-emotional and fine motor skills through real-world interaction.

For Unquowa, this is not a choice between tradition and innovation. It is a commitment to using both thoughtfully. By preserving the developmental experiences that matter most in childhood while teaching technology with intention, the school is preparing students not only for the future, but for a lifetime of learning.

For more information about Unquowa School and its educational philosophy, visit unquowa.org.

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