Friday 29 April 2011
Personal Reflection
In my final blog I found out that it was a very good experience for me. I started this course and did not know anything about blogging, unless I started to do few of them. This experience has given me an opportunity to put things together by doing it in the practice. Throughout the process I have learnt the importance of technology and learnt that smallest thing around us has bit of technology in it. “Technology is a creative, purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills, and resources are combined to help solve practical problems. Technological practice takes place within, and is influenced by, social contexts” (Ministry of Education, 2007, p. 6). We as educators need to enhance children’s knowledge by providing them with different types of technology.
My own learning throughout this process about people, places, and things has involvement of children, parents, extended families, colleagues and community has helped in giving things a go and encouraged me to try new things. By providing different learning experiences helped children to grow further. Technology involves thinking about processes, successful products, practical invention, designs, searchers for solutions, research for practical purposes and study of how things might be (Fisher & Gravey, 1991 as cited in Smorti, 1991, p. 7).
When I was successful in creating my first blog, I was so delighted. It was not very hard because it was much similar to face book but with professionalism. Having feedback and reading each other’s blogs and making few comments was enriching. As we read others reflective blogs, we could visualise ourselves in similar situations. Modern gadgets like cameras and computers have made our lives so easy, convenient and progressive. There are so many benefits of having them in our lives.
The feedback given from some of the students were really useful for me because I am thinking of taking their advice on board and extending that in my centre. Some of the students have given me ideas which I never thought of and I am really thankful to them as this will help me in future. Blogging is another way of communication with each other and fastest way to write portfolio’s as well. Blogging has also given me an idea about having portfolio’s for children so that it will be easier for parents to access from anywhere, rather than reading the portfolio’s at school. This will save their time and they will be able to comment on their child’s learning. People, places, things and event is a board topic but we can only cover so much. Blogging is a good idea as this helps us students to know better about technology so that we can extend these in our own centres.
Doing these activities with children I personally learned a lot from children, that technology plays such a big role in children’s life. Children were also learning to evaluate their outcomes and actions, learning to use trial and error and share their knowledge with their peers and support each other’s ideas ( Helm & Katz,2001).
Teachers should role model children with different technology and even small things like paper, scissors and pen matters. We can facilitate children with so many things before introducing them to a bigger picture of technology. For example paper cutting with scissors is so important to children. We should encourage children with small things and that means a lot in their learning (MacNaughton and Williams, 2009).
I was a bit frustrated when uploading pictures because they were not in the right place. It took so much time and I was not happy with the outcome because time is very precious. I think if I will know how to put pictures in proper position it will become easier for me and my frustration will go away. However doing blogging was fun and we were able to see other student’s blog and this gave us encouragement and we were relaxed about doing blogging.
Lastly I think technology plays a great and fantastic role in early childhood, children should have better experience on that before they go to primary school. In coming future technology will be everywhere and this course has been really helpful to us students. We can now take a piece of this in our centre and implement technology in a wider world with children.
Reference
Helm, J., & Katz, L. (2001). Young investigator: The project approach in the early years.
New York: Teaches College Press.
New York: Teaches College Press.
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Melbourne: Addison Wesley Longman.
Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.
Wednesday 20 April 2011
Making Robot with Boxes
Today before going to the centre I decided that I will talk to children about, Martin’s robots. He inspired me so much that I wanted to share with the children. After mat time I told the children about the robots I saw in the class and it seemed that the children were getting excited when they heard the word robot. All the boys came to me and started asking questions like, what did you see and how big was it. Looking at their interest in robots, I decided to make robots with them and see if they were interested. Having children’s safety in mind I decided to make the robot with some sustainable materials like foil rolls and boxes etc. As Te Whāriki says “Children experience an environment where they are kept safe from harm (Ministry of Education, 1996). After morning tea we started to make robots and some of the girls joined the boys to help them make one.
I asked children some open ended questions like what we need to make a robot and how big our robots going to be. Children came up with different answers like we can make a robot with big box so that it will be a big robot. I wanted children to think and come up with different ideas so that they can extend their learning in technology by deciding what they can and can’t use (MacNaughton & Williams, 2009).
Children got busy making robot. I could see the excitement in their eyes and because they were all waiting for the outcome they started to help each other and interacted with each other. After spending a lot of time together they were able to make a robot with my help. They made 4 legged creature with a big head and it looked like sponge bob only with four legs. He was called Bobo.
Children created their own ideas to make the robot and I was there to help if they needed me. From today, obviously children are developing some skills. They might have seen the robot in the cartoons and may have seen somewhere in the stores. From noticing their interests, their words and what they were doing with the robot, shows that they already have some knowledge of how a robot works. Looking at their involvement in a project started me to think of ways to extend their learning in making robots. I decided to make a cardboard robot due to some safety issues but later on I will make a real metal robot with children so that they can have the idea of technology around them.
To extend children’s learning in technology I will go to Martin’s website and show them different types of robots that he created. This will give them more ideas and I will ask them to bring any unused safe metals so that we can start making some real robots. This can extend their learning because it has obviously extended my learning in technology and in coming future if robots will do everything for the world then children will have enough ideas as to how to use them. These are the ways I will try and extend children’s learning and if any one has any new idea to share with me then will wait for your comment.
MacNaughton, G., & William, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenches Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whariki: He Whariki matauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Having Fun with Cars
It was a lovely day outside so children were playing, I decided to put small cars outside because this week children’s interest were based on vehicles. Some of the children got the cars and were really excited to play outside. Children were all really fond of playing with cars, where they always tried to have turns on the cars that we have.
Child V started playing his car on the obstacle course, and he was so confidently going here and there. He could completely master the direction and knew exactly where the car was going. Sometimes he pushed the car with his leg and sometimes he just waited for the car to go on its own. He was having positive learning dispositions through this learning experience. For example; curiosity, experimenting and playfulness. When I turned around, children were busy playing with the cars. Some children were looking at child V as he was totally enjoying playing with the car. I wondered that he must have seen those car racers. He was trying to link his previous knowledge with his real practice or he might just be so creative and playful.
I came to know from one of the teacher’s that his dad is a police man and he drives a police car. This gave me an idea to ask his dad to come with his car to the centre and let the children explore in the car. This way other children’s learning in technology can be extended and after our discussion he agreed to come and spend some time with other children in the centre. He came with his car and children had a good time with him. Some of them were really scared but the others really enjoyed themselves with the technology in the form of a police car. They were able to switch on the siren and they all enjoyed. Through having experience on them, children were gaining so much and they could work things, which are at the heart of technological practice (Dunn, 1999). Their learning also has been expanded through experiences and understanding of people, places things and events (Ministry of Education, 1996).
They learned that technology is part of human activity, experience and exploration from a variety of contexts (Fleer, 1996). I wanted to extend and facilitate their learning through more meaningful scaffoldings. As children like faster results, I would like to check out on internet and show them different kinds of cars. I want to talk to them and let them think that cars are other ways of transportation. Cars help us save time to get to the destination faster and make our life convenient at one stage. So the message of this is to let them know that technology is about helping people and save problems (Smorti, 1999).
Children could see the whole history of inventing cars so that they could start making sense of the world by themselves. They gain their understanding through looking at the people, places, things and events. New Zealand is part of a world revolution in communication, technology, work, and leisure. Change in these and other spheres is a feature of everyday life (MOE, 1996).
Reflecting back on this whole observation, I strongly felt the importance of technology has brought to our every day's life and to children's life in early childhood. I can talk to my manager and see if we can have another vehicle coming to the centre. For example a ambulance or a fire engine. Children will be able to explore the vehicles and learn to know the importance of it. If anyone has any idea that she would like to share with me on how else can I extend children’s learning then please be my guest to do so. I will be waiting for your comment.
Dunn, A. (1991). 'How Things Work' Series.Lifting by Levers, The Power of Pressure, Simple Slopes, Wheels at Work. East Sussex: Wayland Publishers.
Fleer, M. (1996). Science for children: developing a personal approach to teaching. Australia: Prentice Hall.
Fleer, M. (1996). Science for children: developing a personal approach to teaching. Australia: Prentice Hall.
Ministry of Education. (1996). Te Whariki: He Whariki matauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
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Super Tots and Cameras
Smorti (1999) states that "technology is a creative and purposeful activity aimed at meeting the needs of opportunities through the development of products systems and environments (p.5)". Children would be able to take this opportunity to capture their learning moments whilst experimenting and developing their skills.
Today when I went to the centre, I came to know that teacher’s were given a new camera. I was trying to take the picture with the new camera when child, K and E saw me taking pictures with a digital camera. They asked me if they can take pictures with my camera. I asked teacher J if it was okay for them to use the camera, and she said they can use the old one as it is for them. I showed them the pictures that I had taken with the camera. They loved the pictures and were excited about it. I noticed that they were curious about what I was doing and thus wanted to do the same. They wanted to see how the pictures they are about to take are going to be. I asked them some open ended questions like “Do you know how to use the camera? Child K replied, yes, mummy showed me how to take pictures in camera (MacNaughton & Williams, 2008). I can show E how to use the camera. "Owesome! Here's the camera (old camera), you can take as many pictures as you want, I encouraged.
They took photos of many things and I saw child K teaching child E how to press the click button so that a picture is taken. I was watching them but didn’t interrupt their session on picture taking. I talked to them when they asked me something, because I wanted them to do things on their own and learn about technology. After that, I wanted them to decide where the picture should be taken, so I asked them, “Where would you like to take the picture?” child K, immediately said, “I know, over there, in the sandpit!” We went outside and then they took the photos. Then they walked around the garden, stopped and took some more photos, of their friends, the garden and the obstacle course. Then they came to me and I showed them the pictures they took and the other features of the camera. They passed the camera to each other to have pictures of themselves taken. From today, obviously K and E are developing some photography skills. They might have seen their parents or other relatives taking pictures with cameras, and may have used one at home themselves. From noticing their interests, their words and what they were doing with the camera, shows that they already have some knowledge of how cameras work. They could have learned these ‘photography skills’ at home or elsewhere.
It is important that the children’s skills within their interests such as photography, communication skills and social skills are developed and extended further. They will stay excited and keen to learn more. They will thus develop a “perception of themselves as ‘explorers’ – competent, confident learners who ask questions and make discoveries” (Ministry of Education, 1996 p.88). They were so eager and curious to use the camera, so I felt that it was a good opportunity for them to use this technology to help them learn. Their exploration, curiosity and giving things a go are valuable and important ways to learn (Ministry of Education, 1996).
As a teacher I feel it is important to support, encourage and implement on children’s interests and curiosity. These are all important to them and their learning. They can they build on this knowledge of the world around them (Allen, 2002). K and E are provided with the opportunities for them to use and build on their interest in digital cameras. This would enhance their learning and thinking further. To extend their interest even further, I would want to provide the children with more opportunities for exploration with the possibility of showing them different cameras. However showing them cameras on internet can extend their learning where they will have ideas about different kinds and types of cameras. I can also extend their learning by getting a professional photographer and showing them around with the cameras, I am sure I can find someone within the centre. These are the ways I can think of extending child K and child E’s learning on technology. If you have any suggestions or any other ways to extend their learning then feel free to post a comment.
Allen, P.(2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.
MacNaughton, G., & William, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenches Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.
Little Hands and Computers
Computers are valuable resource for children at all age. Society is enriched with a myriad of technological advances now; imagine the developments that will occur when children become adults. That is why we, as educators, need to explore various types of technology (Smorti, 1999).Today it was my turn to set up the deck area so I decided to put some computer keyboards on the table. I wanted to see if children are interested in technology. Children got busy with their play, when a new child slowly approached to the table and peeked at the setup. He quietly sat on the table and started to press the keys on the keyboard. The key boards were really old so it made a lot of sound when the keys were entered. Looking at him other two children followed him. The three of them were playing with the keyboards and pretending that they were working on the computer. These three children sat on that table for a very long time and talked to each other about the computers. Seng, 1998 says that children using computers for their learning develops confidence and builds their social skills amongst each other.
Child K said, my mummy use this computer at home. Child S replied, teacher J uses the computer sometimes. After hearing their conversation and watching them playing with the keyboard, I decided to extend their learning by showing them a real working laptop. I went up to them and asked some open ended questions like who do you think uses computer? They felt bit shy so they did not respond. I decided to show them how a computer works and from there they can learn how a technology called computer works (MacNaugton & Williams, 2009).
When children went inside I decided to bring the laptop and show the children how it works. I told them that this was a computer but they did not believe me and thought that I was joking. I showed them the old keyboards button, and the laptops button. I told them the difference between a laptop and a desk top computer. Some children were really interested in the laptop than the key board. Child K said, we can see in this computer. I showed them on and off buttons, alphabets and numbers on the computer. After spending a lot of time children on computer I shut down the computer and left it on the table. My main purpose was to see if anyone is interested in turning it on and exploring the laptop. Child K again opened the laptop and tried to explore the buttons on the computer. At last he managed to switch it on. As Te Whāriki says “Children use a variety of technology for different purposes as they explore their world” (Ministry of Education, 1996, p.98).
From today, obviously children are developing some skills. They might have seen the computers at home or may have seen somewhere in the stores. From noticing their interests, their words and what they were doing with the computer, shows that they already have some knowledge of how a computer works. Child K managed to start the computer by observing me, as this shows that he has interest in technology. To extend his interest in technology I will show him on internet about different types of computers we have. I will ask our computer IT person to come and show different types of computers and give children ideas about computers. When child K will turn 3 he can also go to our cherry bites programme
where we have a computer expect coming in every Monday to teach basic computer skills to our 3-5 year olds. This is part of our curriculum and children benefit a lot from this programme. This will also allow child K to extend his learning in computers before he starts his school.
MacNaughton, G., & William, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenches Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.
Seng, S. (1998). Enhancing Learning: Computers and Early Childhood Education. Retrieved from EBSCOhost
Smorti, S. (1999) Technology in Early Childhood. Early Children, No. 19 Autumn 1999.
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