From Screen Time to Maker Time: A Better Way to Use Technology

Screens are part of children’s everyday lives. They are used for communication, entertainment, learning, creativity, and exploration. The important question is not simply how much technology a child uses. It is also what role the child is playing while using it.

Is the child only watching and scrolling? Or are they asking questions, making choices, testing ideas, and creating something of their own?

This is where the idea of maker time becomes useful. Maker time gives children a more active relationship with technology. Instead of treating a device only as a source of content, children can use digital and physical tools to investigate how things work and bring an idea to life.

Consumption and creation are different experiences

Watching a video about a robot is different from building one. Playing a game is different from designing a simple game. Looking at a 3D model is different from shaping an object that can be printed and held.

The first experience can still be enjoyable and useful. However, the second asks the child to make decisions. What should happen? What materials or instructions are needed? How will the idea respond? What should change if the result is not right?

Creation gives children a reason to think more deeply about the technology in front of them.

Begin with an interest your child already has

Maker learning does not have to begin with a formal lesson. It can begin with something your child already enjoys.

A child who loves stories may enjoy creating an interactive narrative. A child who likes vehicles may be drawn to robotics or drone technology. A child who enjoys drawing may want to explore 3D modelling. A child who asks how gadgets work may find a natural entry point through electronics and sensors.

An existing interest lowers the barrier to beginning. Once a child is engaged, the project can introduce new concepts in a purposeful way.

Ask open questions

Parents do not need to know every technical answer to support maker time. Often, a good question is more helpful than an immediate explanation.

Try asking:

•What would you like this project to do?

•Who might use it?

•What do you think will happen next?

•Which part is working already?

•What could we test or change?

•How would you explain your idea to someone else?

These questions help children practise observation and reasoning. They also keep ownership of the project with the child.

Make room for imperfect first attempts

A maker project should have space for a first version that needs improvement. If every activity has to work immediately, children may learn to avoid uncertainty. If testing and revision are expected, they can become more comfortable with the process of learning.

A project that does not work as planned still provides useful information. It may reveal a missing step, a design choice that needs reconsidering, or a new question worth exploring.

The parent’s role is not to take over at the first difficulty. It is to help the child slow down, notice what happened, and decide what to try next.

Keep the project connected to a purpose

Maker time is strongest when children know what they are trying to achieve.

A circuit might be designed to create a light or sound response. A robot might need to follow a path or react to a signal. A 3D model might solve a small organisational problem. A design challenge might focus on making an everyday experience easier for someone.

Purpose does not have to mean a large invention. A small, clear challenge is often enough to help a child connect learning with action.

Share the process, not only the result

When a child shows you a finished project, ask about the journey behind it.

What was the original idea? What changed? Which part was difficult? What did the child discover? What would they improve in a second version?

This shifts the conversation away from whether the project is perfect. It gives importance to the thinking, testing, and persistence that made the project possible.

A more active relationship with technology

The purpose of maker time is not to turn every child into an engineer or designer. It is to help children see that technology is understandable and open to their participation.

At Code4Kids, children explore Coding & AI, Robotics, Electronics & IoT, 3D Printing, Design Thinking, and Drone Tech through guided, project-led learning. The programmes are designed for children age 6+ across Grades 1–12, with weekend batches in residential societies and personalised 1-on-1 weekend mentorship available at home.