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. 

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.