Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills
This factsheet will support early childhood professionals to:
- broaden their understanding of the inclusion of digital technology in the early years
- explore effective strategies to embed play-based digital practices
- support children’s concept development of digital technologies
As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?
The
ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.
The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?
Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.
The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?
Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.
The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?
Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.
What would be some final key messages for educators who want to support children’s digital skills and understanding?
Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the
eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.
Questioning and listening
Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.
‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)
The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?
Wonder and uncertainty
Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.
Top tips for working with a pedagogy of inquiry
- Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
- Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
- Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
- Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
- Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.
This fact sheet was developed by the Early Years Unit at VCAA
This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch
A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.
References
Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45
Using the VEYLDF to inform your practice
As part of the
Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.
Additional resources that might be useful
Download copies of
VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the
VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches Download the fact sheet
‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences
This fact sheet is for educators who want to better understand:
- how educators can think more broadly and deeply about fine motor development in infants and children
- the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
- the importance of routines as learning experiences with embedded fine motor learning opportunities.
Introduction
Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.
Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?
When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.
What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?
Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements:
Space management, Materials management, Pretend play and
Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.
What are some everyday routines for children that might provide opportunities for supporting fine motor development?
Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).
‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play
This fact sheet is for educators who want to better understand:
- the role of the adult in supporting children’s learning and development through play
- how to build reciprocal relationships where children and adults are co-contributors to the creative process.
When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?
Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)
Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?
Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.
How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?
The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
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This diagram can be used by educators and teams to reflect on their practice.
Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.
What is the relationship between play and learning?
When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.
So I have a UFB with a 20 pin harness attached. Assembly complete with all buttons working with a JFL connected to 20 pin harness. JFL was too flimsy/loose for the feel I wanted in my new stick. I have a spare Seimitsu Nobi Bullet in a unused fight stick. Decided to do a quick switch figuring i would just have to adjust joystick for different orientation, but all functions seem to be lost after I installed the NOBI. Only difference now is that the NOBI is wired directly to the UDLR screw ports on the UFB. My question is would the 20 pin harness work correctly if all parts of the harness is not being used? I assumed buttons should still work at least. Also followed Seimitsu’s wiring diagram on which way the 5 pins are facing for connecting wires to UFB. Any help/advice would be appreciated. Just wanna play SF6 with my new stick.
I signed a quote to run electrical for a future hot tub (4 wire - #6 #6 #8 #10, 220V/50A) for $3,500 next week - ~50ft wiring from panel, 50A breaker, outside disconnect, junction box. Originally my hot tub was supposed to arrive to my house after the electrical was run, requiring a new job and quote to have them come out and hook it up. It turns out the hot tub will arrive BEFORE the electrician gets here. Do I let them know now the hot tub will be here ahead of time, and nicely ask that they wire it up as part of the $3,500 job as a courtesy it's a fairly large job already? (slight scope creep!). Or do I let them know now and ask for a new price? Or do I ask the electrician that they send the day of if he would wire it up for a bit of cash right then and there?
I was texting the owner of the company, I assume a different electrian will actually come out and do the work. I am afraid the owner will gouge me on price to have it connected now and want me to sign a new quote for say, $4,500! What is a fair price to pay extra to wire the hot tub if the electrian is already on site, assuming junction box is right next to the tub or typically installed adjacent? Like $100-$200 right?
How do I handle this? Thanks in advance to all feedback.
Don't get me wrong, I love my boss, and we have a great time giving each other a hard time. But he makes it so easy some times. He's always giving me jobs saying, "This is a buddy of mine, can you look at his system?" Invariably, it will be one of THE WORST systems in the city. And they will always expect a miracle. Today, I got two of them. The first one will end up getting all new wire pulled from the timer to 6 valves (once I find the last one). The other valves were in 4" pvc with 4" caps GLUED on. They varied in depth between 3" and 6" to the top of the cap on the pvc. One, and possibly the other that I can't find, appears to be in a raised bed, which means if it's at the same original depth as the others, will be about 4 feet deep now.
On to the second "Buddy" job. It's his next door neighbor. Boss said he called and wanted a couple of heads moved or capped for some concrete work. I get there and the guy tells me he wants to put in a huge patio under his deck, stretching across the back of the house and part way up the side, including a 4 ft retaining wall. He has a valve box with 4 valves about 6 feet back under the edge of the deck (barely room to stand up under it). The concrete will extend 4 feet past the edge of the deck, and he wants us to move the mainline, wire, valves, and zone lines out and hook them all back up by the end of next week so he can start pouring next weekend.
How was your Friday afternoon?
Hey guys Im swapping a Ej20y into a 2004 impreza rs chassis USDM here in the states when I want to splice into the harness I look up wiring digrams on ALLDATA They obviously dont have anything outside of the US so I was seeing if anyone from Australia, Japan or Europe with a license to a repair software should be able to PDF the 10 ish pages. The Way that they would classify it is 2004 Subaru legacy GT AWD Ej20Y - Ej20X (auto or manual) (prefer manual) Wiring Diagrams (OE) original Subaru copy Powertrain Management, this lists all of engine sensor inputs outputs powers and grounds for the whole engine and it will tie into the ECU showing pin numbers
Im in dire need and would of course compensate for the trouble.
Ive attached a sample of what id look like
I have chosen five races at Belmont Park and 2 races at Woodbine on Saturday June 3, 2023 that I am willing to take a shot at and hopefully find my next nice score. I will not be betting the last race at Belmont individually, but it is the last race of the late P5 which I will take a couple of small shots at. I have always preferred to get as many shots as I can to hit some type of exotics in one or two races but believe spreading in any pick type sequences is not the best use of my money. Much prefer using a few dollars every race and get more opportunities every day compared to putting all my eggs in one sequence and watching them all break when one horse or race does not go as expected.
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Belmont Park 4th Race: Maiden Special Weight --- Purse $75,000 --- 3 YOs & Up NY Bred Fillies & Mares --- 7 Furlongs Turf:
1)Ace Up Her Sleeve (12-1) Has 10 lifetime starts with 4 starts and 3 thirds since the beginning of this year. In her last three starts she was tried twice on the AWT in sprints against open company and then shipped back to NY to face state breds in a turf sprint, but race was moved to a muddy dirt track where she was well beaten but managed to get up for third. One slow work since at Delaware Park. Dialed In - Clearly Cheating by Broken Vow. 3x3 to Storm Cat, 4(C)x5(F)x5(F) to Mr. Prospector, 5x5 to Blushing Groom, 5(C)x5(C)x5(F) to Secretariat. As usual, most interested in her broodmare sire, Broken Vow, to figure out what distance is best for this runner, and I believe turf sprinting is the answer for this one. Broken Vow as a G2 SW on dirt but plenty of his progeny has won on grass up to a mile and he has a daughter (Broken Dreams) similar bred to this one's dam that won 3 stakes turf sprints including 2 of them G3 stakes and banked just shy of $400K. Fits with these.
6)La Chance (50-1) Has started 10 times in her career and has one second in 4 starts this year as her only board finish in her first ten starts. She will need her best effort yet but has the bloodlines to upset this field at a huge price. Her last two races and her recent works gives a clue that improvement is on the way after getting a trainer that acts like he knows what he is trying to achieve and gets her first real chance on grass. Looking At Lucky - One Wise Cowgirl by Wiseman's Ferry. 4x5 to Clever Trick. Her sire, Looking at Lucky, was a Champion 2 YO and Champion 3 YO on dirt in the U.S. and broodmare sire, Wiseman's Ferry, won a couple of G3 dirt stakes at 9 furlongs but is best remembered as sire of Wise Dan, who was good on dirt to begin his career but took his popularity to an entirely different level by winning 14 of his last 15 starts on grass with 1 second and 15 of 17 overall, with every grass start against either G1 or G2 competition. La Chance's dam, One Wise Cowgirl, has also produced a G1 sprint SW on dirt (Haveyougoneaway).
4)Cerretta (8-1) has started once this year finishing 3rd in a grass sprint but also started 7 times last year with a second and a third her other two board finishes. Has four decent to useful works since her last start which should move her forward. Midnight Lute - Lift by Pulpit. 5x4 to Mr. Prospector, 5x5 to Raise A Native & Secretariat.
7)Souffle (2-1) started twice last year, finishing second in her first start on grass as the favorite before returning as an odds-on heavy favorite and finished 4th after getting beaten to the early lead and then coming up empty late. This is her first start this year and trainer Clement is good at hiding which one of his trainees is ready to win first back or may need a race or two but normally uses Rosario when he thinks one is live and he does so here also. Will also race with lasix for the first time. Candy Ride - Portmagee by Hard Spun. 5x4 to Mr. Prospector. Both Candy Ride and Hard Spun are known for their high speed in mid-distance races especially but dam, Portmagee, won one 6 furlongs grass sprint in her career but falter both times when asked to go just slightly further.
My Risks: $4 Ex Box 1-6, $1 Ex Box 1-4-6, $1 Tri Box 1-4-6, $.10 Super Box 1-4-6-7, $.50 Super Key 4 with 1-6-7 with 1-6-7 with 1-6-7. Total Risks $25.40.
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Race 6: $.50 Pick 5 ---- 6 with 8 with 7 with 2,4,5 with 3,4,5,6,8,9,10,12. Total Risk $12.00.
Race 6: $.50 Pick 5 ---- 6,9 with 8 with 7 with 2,4,5, with 3,6,9,12. Total Risk $12.00.
Race 6: Allowance --- Purse $95,000 --- 3 YOs UP F&M N/W 1x or N/W 2 Lifetime --- 6 Furlongs Turf:
6) Anna Karenine (9-2) was shipped to U.S. late last year and was given the rest of the year off. Returned in March in a G3 stakes and sat close up early behind a crawling pace and faded after a half mile on grass. Cut back to 6 furlongs in her next start, she sat just behind the two early leaders in third, was sent after a half after the front runner had put only early challenger away but could not get by and hung in deep stretch to lose 2nd nearing the wire in this class and conditions. She has 4 more works in typical Brown style but should be getting close to her best effort. Tornado - Ivory Style by Desert Style. 4(C)x5(F)x5(F)x5(F) to Northern Dancer, 5x4 to Danzig, 5x5 to Special. Anna Karenine's 4th dam, Ivory Wand, is also 2nd dam of Elusive Quality, and this dam line flows back through Frizette, an important member of family #13.
9) Redifined (5-1) has one start this year where she tracked a fast early pace but came up empty in the stretch run in an O/C allowance race. However, she broke her maiden in the first start of her career, then competed in 3 stakes races, 2 of them listed and the other a G3 stakes where she placed in all three. She has recorded 3 very good works since her last race and is the one to beat. More Than Ready - Mrs. Boss by Wild Event. 4x5 to Northern Dancer, 5x5 to Nearctic.
5) Dekanter (12-1) has started twice this year which was also her first two starts of her career and finished 3rd on dirt, then won a maiden special weight race on grass in fairly fast time but it was during a small period when Aqueduct's grass course was blistering fast. Has 4 more works since her last start, none that are eye catching but all done on a 7-day then 6-day splits which is what you (or at least I) want to see from grass runners instead of fast works. Kantharos - Morning Rush by Unbridled's Song. 4x4 to Storm Cat, 5(C)x5(C)x5(F)x5(F) to Mr Prospector.
8) Michele M. (15-1) started twice last year, both time on the AWT, breaking her maiden in her first start before finishing unplaced in a Canadian listed stake. She will be making her first start of this year, first start on grass in her career and first start for a new trainer that wins often on grass but tends to struggle with trainees first start on grass. West Coast - Juliamarie by Mizzen Mast. 4x4 to Mr. Prospector, 5x5 to Secretariat, 5(C)x5(C)x5(F) to Raise A Native. Dam line traces back to Penelope/Prunella and the most influential family #1 in bloodlines history, without a doubt.
My Risks: $5 Ex Box 6-9, $1 Tri Box 5-6-9, $5 Tri Straight 6 with 9 with 5, $1 Super Straight 5-6-9 with 5-6-9 with 5-6-9 with 8. Total Risk $27.00.
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7th Race: Maiden Special Weight --- Purse $90,000 --- 3 YOs & Up --- 1 1/16 Mile Turf:
8)Redistricting (3-1) is a first-time starter. It looks like his training started under another barn, then was a private purchase by current owner (private or purchases away from sales are not reported in most cases), then has a consistent work pattern for current trainer Brown with only one small break in his training that lasted 10 days until the day after the Ky Derby (likely concentrating on runners already entered to race). None of his works are eye catching but his last 9 works have all been at 4 furlongs officially, which is the normal Brown pattern. Kingman - Cascata by Montjeu. 4x4 to Kris, 5x4 to Northern Dancer.
1)Certified Loverboy (20-1) has started once this year where he tracked the early pace for 6 furlongs, then faded near the rail as the slow early pace quicken in a maiden race at 1 1/8 mile on grass, which is likely a little further than he is bred to excel at. Now cuts back 1/16 mile, which fits his bloodlines better and has one useful work since that start and returns to jockey who likely knows him better than others. Mendelsohn - Tasha's Moon by Malibu Moon. 4x4 to Mr. Prospector. Dam family traces back to family #3 which is the family of Sister One To True Blue, a daughter of a Byerley Turk mare who, along with her full brother Young True Blue, is most responsible for the formation of the 2nd X-factor gene family.
6)Ohana Honor (8-1) has two starts this year, the first on GP speed favoring dirt track where he tried to impact the race from well off the pace but had no real opportunity to do so. Next out, he was shipped to Aqueduct and moved to grass for the first grass start of his career where he was rolling in the stretch to just miss winning but also encountered enough trouble to make him late arriving to compete. Trainer Shug has put 6 more works in him since that effort, the first 4 useful works and then 2 easy works just to let him stretch his legs until a spot could be found to race him. Has the look of a trainer who is serious about breaking this one's maiden. Honor Code - Spacy Tracy by Awesome Again. 4x5 to Mr. Prospector, 5x5 to Bold Ruler, 5(C)x5(F)x5(F) to Northern Dancer. Dam has already produced 3 stakes winners from 6 known foals to race, including this one.
7)Fly Right (6-1) is making his first start of the year after making three starts last year and drew near the rail in every start, thereby forcing jockey to send him early for the lead to avoid being trapped (at least perceived by most). He has 10 works for his return, including last 9 at Belmont Park, but his last 4 works should have him fit and ready. Also goes first-time lasix. Astern - Fly By by Johar. 4x5 to Sadler's Wells, 5x5 to Danzig. 6th dam, Where You Lead, is an important and influential broodmare.
My Risks: $5 Ex Box 1-8, $1 Tri Box 1-6-8, $1 Super 8 with 1-6-7 with 1-6-7 with 1-6-7, $3 Super Straight 8 with 1 with 6 with 7. Total Risk $25.00.
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8th Race: Allowance --- Purse $80,000 --- 3 Yos & Up N/W 1x or N/W 2 lifetime NY Bred --- 1 1/16 Mile:
7) Shadow Dragon (2-1) has three starts this year, finishing 2nd in a G3 stakes in his first start then giving a half-hearted effort in his next two in G2 stakes company, races he was clearly overmatched in and thrown against them much too soon in his young career. Will find these fits his current ability much better and looks like a solid key in the pick exotics. Has 6 works since his last start and most of them shows he still has a desire to be competitive. Army Mule - Fire Assay by Medaglia D'Oro. 5x5 to Northern Dancer but also has Somethingroyal crossing in the sire line through Secretariat and in the broodmare sire line and dam line through another son Sir Gaylord(x2). Has even more crossing influence through Turn-To & Teddy through multiple sons and daughters on both sides.
6) Ormstown (5-1) broke his maiden in his last start against NY bred in the third start of his career and now tries state-bred winners for the first time. This is a fairly weak field for an allowance race and the reason I landed on this one is I feel he has an ability to rate though he went gate to wire against easier in this last (or at least his bloodlines suggest he should). Bernardini - Sandra by Bluegrass Cat. 2x4 to A.P. Indy, 4x5 to Secretariat, 5(C)x4(F)x5(F) to Mr. Prospector, 5(C)x5(F)x5(F) to Northern Dancer.
My Risks: $8 Ex Straight 7-6. Total Risk $8.00.
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Race 9: Pennine Ridge Stakes(G2) --- Purse $200,000 ---- 3 YOs ---- 1 1/8 Mile Turf:
4) Silver Knott (2-1) has one start this year and was overmatched against much better than he will see here. Will be looking to make amends for such a poor showing in last. Probably a little more eager than normal as he was fresh off a break and ended up burning all his energy before the real running began on a slow grass course. Europe does not record works between races as most works on private property and normally have to rely on what trainers tells everyone. Brings a substitute jockey along as main rider stays in England for the Epsom Derby. Lope De Vega - God Given by Nathaniel. 5(C)x5(C)x5(F) to Mr. Prospector. Lope De Vega is a son of Shamardal (from 1st crop of Giant's Causeway and dam was a full sister to Street Cry). Broodmare sire, Nathaniel, is also a 2-time G1 stakes winner on grass but is more famously known as the sire of Enable (15 wins in 19 lifetime starts).
5) Congruent (10-1) has started four times this year with a win on the AWT 2 starts back his only board finish. He switches trainers since his last start and new trainer has put 7 works in him, the first 4 looks like they were leg stretching type works to let him get a good feel of Belmont dirt surface followed by 3 good solid works with two of them grass works. Tapit - Part The Seas by Stormy Atlantic. 4x4 to Seattle Slew, 4(C)x5(C)x4(F) to Mr. Prospector, 5x5 to Northern Dancer, In Reality & Secretariat.
2) Sharar (12-1) is making his U.S. debut after shipping over from Dubai, switching trainers and given plenty of time to rest and become familiar with U.S. racing. Like a typical Pletcher trainee, he put in a few non-descript works but works improved in his last two after he was switched to grass, which he had already suggested in his first two starts he did not like the feel of Dubai's dirt (possibly did not care from Belmont dirt either). Upset potential at good odds. Gun Runner - Sacre Coeur by Saint Ballado. 5x4 to Herbager.
8) Far Bridge (9-5) has three starts in his career, with all 3 coming this year and he has 2 wins and a second, losing his perfect record in his last start when beaten a nose. However, I will take a stand against him for the win as his two works are typical Pletcher works, but his last was not an improvement which is normal for one of his trainees just before a start. Could be the track switch but more likely last took a little fitness from him. Your call, as he certainly has the bloodlines to beat these. English Channel - Fitpitcher by Kitten's Joy. 5x5 to Northern Dancer.
My Risks: $5 Ex Box 2-4, $1 Tri Box 2-4-5. Total Risk $16.00.
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Race 10: Maiden Claiming $40K --- Purse $45,000 ---- 3 YOs & Up New York Bred --- 1 1/16 Mile Turf:
3) War Prince (9-2) 4(C)x5(C)x5(F) to Northern Dancer.
4) Atlanta's Acuna (6-1) Complete outcross in first 5 generations.
5) Fluorescent Bay (20-1) 5x3 to Icecapade.
6) Just For Luck (12-1) 5x5 to Northern Dancer.
8) Silent Running (10-1) 5x5 to Secretariat.
9) Thethrillofvictory (5-1) Complete outcross in his first 5 generations.
10) Sea Cruise (30-1) Complete outcross in first 5 generations.
12) Bad Larry (4-1) 4(C)x5(C)x5(F) to Mr. Prospector.
No bets on this race but using these in last race of P5. Total Risk All Bets: $125.40.
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Woodbine June 3,2023:
5th Race: Maiden Special Weight --- Purse $111,600 --- 2 YOs ---- 5 Furlongs:
7) Call The Question (8-1) started once and finished last but had only 3 furlongs works with one poor gate work before that start in 4 1/2 furlongs and did not try after a poor break. Now has two more good works since that start, a 4-furlongs followed by a 3-furlongs gate work that is much better and now stretches out to 5-furlongs where she should get a better break from gate. 5(C)x5(F)x5(F) to Mr Prospector.
6) That Girl Artemus (6-1) is a first-time starter. Her 4-furlongs two back is very good followed by another good 4-furlongs work from the gate. If she breaks as well as she has shown, becomes a candidate to wire the field. 4x5 to Mr. Prospector.
2) Pipit (5-2) is a first-time starter. Has a good gate work two back at 4 furlongs followed by an easy 4 furlongs work. Attracts top jockey with an above average trainer. 4x4 to Mr. Prospector, 5x5 to Secretariat & Sir Ivor, 5(C)x5(C)x5(F) to Raise A Native, 5(C)x5(F)x5(F) to Northern Dancer.
9) Miramichi (15-1) has one start on the AWT at 4 1/2 furlongs, but drew outside on a rainy track which is usually the worst place to be, and the one just inside her got better break and she chased them throughout as they pull away while closest to the rail and she lost third at the wire to a late runner. Returns in two weeks but has another good 4 furlongs work since that start.
My Risks: $5 Ex Box 6-7, $1 Tri Box 2-6-7, $.20 Super Box 2-6-7-9, $.30 Super Straight 2-7 with 2-7 with 6-9 with 6-9. Total Risk $22.00.
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Race 7: Royal North S(Can-2) --- Purse $175,000 --- 4 YOs & Up F&M --- 6 1/2 Furlongs Turf:
2) Bay Storm (3-1) has three starts this year with 2 seconds and one third. She has been an ultra-consistent runner throughout her career, missing a placing once in her 14 lifetime starts. While this looks like a step up for her into G2 company, it is actually a step down in class as she has missed twice to odds-on G1 winning fillies in her last 5 starts while 2nd both times, including beaten a nose by one of them. She will be going back on lasix for the first time in a while. 4x4 to Storm Cat.
8) Baby No Worries (12-1) has started four times this year, winning her first start in an allowance race on the AWT at TP with a good late kick to get up in time, then finishing 2nd in a small stakes race at same track in her third start using a good late kick again to just miss before finishing 3rd in her last start against the probable favorite in here in a G3 stakes race at this track with another good late kick. She has the look of finally putting it all together as she gets more racing experience and is also moving back to grass. 5x5 to Hoist The Flag & My Charmer.
5) Our Flash Drive (9-5) has started once this year and made it a winning effort in a G3 stakes race on the AWT at her home track here. She switches back to turf here where if she has a weakness, it is on grass as only one of her stake wins have come on that surface. However, all her grass tries have been in the U.S. where the competition is usually much tougher and since she is back on her home turf, so she deserves to be the favorite. One useful work since her last start. Outcross in her first 5 generations but has Nasrullah influences on both sides.
6) Sweet Enough (20-1) has started 3 times this year in two G3 stakes and a listed stakes race in the U.S. and has not placed. However, in all three starts, she was beaten by horses that would be vying for favoritism in here and her last indicated she is near to regaining her best form. Trainer is one of Canada's best and he has put 5 more works in her, the last three very good and indicates this filly is still moving forward. She will be racing on lasix for the first time this year. 5(C)x5(C)x5(F) to Mr. Prospector.
My Risks: $5 Ex Box 2-8, $1 Tri Box 2-5-8, $.20 Super Box 2-5-6-8, $1 Super Key 2 with 5-6-8 with 5-6-8 with 5-6-8. Total Risks $26.80.
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Total Risks Both Tracks $174.80.