Sunday, 1 April 2012
I quite like your poem Mi.
It reminds me of my early years of school. I used to recite my songs and poems
and it was quite fun. I can still remember some songs back then. I appreciate
your supporting the child to take photos that he was interested in taking. Your
quotes seem to relate to the child taking pictures. The poem talks about play and taking photos is
part of play. This is a symbolic time for children to express their feelings
like when they hurt; they feel the pain and they express it intensively
(Curtis, O’Hagan, 2003). This is their
natural language of communication is play. I can relate your child wanting to
take photos to a child wanting to play. I found that the children in my centre
get fascinated when they have their photos taken. They seem to enjoy exploring and
taking responsibility for their own learning (Ministry of Education, 1996).
Cameras are an essential part of learning in early childhood centres (Smorti,
1999 Autumn) Teachers use it every day to document on the learning
opportunities that the child is associated with. This is why every centres or
day care should have them available to use by the staff as well as an
opportunity for children to use their creativity skill
Reference List
Curtis, A. & O’Hagan,
M. (2003). Play. In Care and education in
early childhood:
a
student’s guide to theory and practice (pp110-129). London: Routledge
Falmer.
Ministry of Education.
(1996). Te Whāriki: He whāriki matauranga
mō ngā
mokopuna
o Aotearoa: Early childhood curriculum. Wellington, New
Zealand: Learning Media.
Smorti, S. (1999 Autumn)
Technology in early childhood, Early Education, 19.
Ministry of Education.
(1996). Te Whāriki: He whāriki matauranga
mō nga
mokopuna
o Aotearoa: Early childhood curriculum. Wellington, New
Zealand: Learning Media.
O’Connor, A., &
Diggins, C. (2002). On reflection:
Reflective practice for early
childhood
educators. Lower Hutt, New Zealand: Open Mind Publishing.
Smorti, S. (1999 Autumn)
Technology in early childhood, Early Education, 19.
Reference List for final Reflection(Retrieved 02/04/2012)
Final Reflection
This assignment has been a real challenge for me as everything else. I
wasn’t sure whether I could cope with it. In the beginning I had no idea what I
was doing and no idea what blogging was all about, although we talked about it
at the beginning in class, I was still a bit naive. As a matter of fact I
started to panic when some members of the group asked me if I’ve done my
reflections, that was why I approached
you to see if I could get an extension. I was a bit relieved when I got a
respond saying it would go up in the following week. I realised that every
group member needed to work collaboratively with each other but somehow each of
us has different talents. To be honest, this is my weakest link and technology
is definitely not my cup of tea.
I have encountered numerous problems along the way in dealing with blogging
but thanks to Regina for her support to get me through to the end. I have no
idea what technology is all about but after gathering information from
different readings and other group members’ reflections, I come to a
realisation that the society we live in could not survive without technology
and it is authentic. Smorti, (1999 Autumn) stressed that technology is an
important area of the early childhood curriculum, therefore I need to change my
ways of thinking about technology and try to cope with changes.
I have learnt from this blogging concept that each day brings challenges
and opportunities. I am pleased to come across or face challenges at this point
in time so that if it occurs in the future I will be able to cope with it and
move on. When I reflect on this blogging, I had my own reservation, I examined
different perspectives including my experiences in my own life and my hypothesis signifies that I have been influenced by society.
One of my reflections about children using hammers is the indication of
my own assumption about technology. In my early days the young children were
not exposed to digital and non digital technology. The tourists and business people were the ones
seeing with cameras because they had the money. The people that could access computers were
the professional people like doctors, nurses,’ teachers. A couple of my group
members also gave their equal share of their own experiences.
This assignment has enlightened me to identify something significant in
my role as an early childhood teacher. I need to develop my knowledge, skills,
attitudes and performance in this technology world we live in, so these
attributes can be transferred to nurture children in my care (O’Connor &
Diggins, 2002).
Ministry of Education (1996) states that in order to take part in this
world, our children will require the confidence to develop their own views as
well as the capacity to carry on acquiring new knowledge and skills. These devices or tools are the essence of life
in early childhood education Smorti, (1999 Autumn).
There are so many learning opportunities that I discovered in this
blogging. I’ve learnt to be able to communicate in a responsive reciprocal ways
with group members and ask for support when required. I also learnt from this
experience the importance of relationships with people, places and things as
stated in the principles of Te Whariki
– relationships, empowerment, family and community, and holistic development.
Smorti (1999 Autumn) definition of technology is about helping people
and solving problem. This definition fits in well with my own experience of
technology and blogging. I feel very enlightened and I have a different
perception on technology now and blogging is fun finally. Thank you people,
places and things. WOOW
Reference
Ministry of Education.
(1996). Te Whāriki: He whāriki matauranga
mō ngā
mokopuna
o Aotearoa: Early childhood curriculum. Wellington, New
Zealand: Learning Media.
O’Connor, A., &
Diggins, C. (2002). On reflection:
Reflective practice for early
childhood
educators. Lower Hutt, New Zealand: Open Mind Publishing.
Smorti, S. (1999 Autumn)
Technology in early childhood. Early Education, 19.
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