Her respond was astounding and exciting. “You know Daphne, I like doing pencils, and it is gr.e.e.et, great fun”. Those were A’s charming words to me. She used her fine motor skills and having this opportunity to make a contribution to the centre. A’ was obviously showing genuine interest in what she was doing and I really respected her for that. According to Te Whāriki (Ministry of Education, 1996) the child has his own mana and needs to be respected as a unique individual. In this activity,’ A’ emphasised the importance of positive interaction with children including listening closely to their contributions and initiations.
Additionally, MacNaughton & Williams (2009) state the children feel valued and included when they are listened to by the staff. I was so amazed with how quick ‘A’ learnt how to use the pencil sharpener that the supervisor just bought for the centre. If I can remember correctly, I only used the pencil sharpener twice: A was watching me enthusiastically one day when I had a go with our new tool. I know it is challenging to encourage and inspire children to learn and grow, think and reason for themselves, but I feel these skills are necessary as they go on in life as competent, confident learners (Ministry of Education, 1996).
The idea of using a pencil sharpener stresses out that we live in the world of technology and we must increase our awareness of the learning opportunities that surround us (Smorti, 1999 Autumn). Te Whāriki (Ministry of Education, 1996) states that in order to participate in this world, our children will need the confidence to develop their perspectives as well as the capacity to continue acquiring new knowledge and skills.
Reference List:
Clark, A. (2004) Changing classroom practice to include the Project Approach. Early Childhood Research and Practice, 8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Santrock, J. W. (2009). Lifespan development: International student edition (11th ed.). Boston, Ma, United States of America: McGraw Hill. Scholl, M. (2005). Social Studies in action. Young Children, 62(4), 1-5.
Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.
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ReplyDeleteIt is a very interesting story. From observing and supporting “A” used a pencil sharpener, you developed a very good understanding of the concept of how does technological tool can be used to support children’s creativity. I agree with you that when children create and make things, the learning and making process is more important than the final products, which is supported by Mayesky (2003), who states that promoting children’s creative thinking and behaviour is more important than the final products. It is significant for us as an educator to use questioning, facilitating and other appropriate teaching techniques to extend children’s thinking and encourage them to seek answers by themselves. From reading your reflection of how a small pencil sharpener inspirit “A”’s learning and creative thinking. It also increases my awareness of different learning potential around us and children. It also encourages me to rethink that how to effectively use resource to promote children’s learning and acquire new knowledge and skills. Well done Daphne!
ReplyDeleteMayesky, M. (2003). How to foster creativity in all children. Retrieved from EBSCOhost.
Well done! Daphne. I really enjoy reading this story. I agree that every child is a quick learner. Their brains absorb the new things every day. Also, the child is full of curiosity. When they are curious about something new, they will try a lot of times to explore and find out how it works. Therefore, our early childhood programme should provide more opportunities and encouragement for children to explore and develop their own interests and curiosity (Ministry of Education, 1996).
ReplyDeleteThe child A was enjoying the process of doing the pencil sharpening and she became a competent user for the pencil sharpener. Her emotional, physical and cognitive development may well lead.
Based on the features of the child A’s curiosity, you can introduce some more technology tools for her to practise to use. For examples, stapler and hole punch. Those things as same as pencil sharpener also need to use her fine motor skills to control it.
Reference
Ministry of Education. (1996). Te Whāriki, he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Kiora Daphne! I am very glad to find that even pencil sharpeners are inspirational tools! Wow, you are so right this learning experience showed how children are unpredictable and funny because even the smallest object could fascinate and attract their interests. “Children marvel at the things adults find ordinary, messy, or even boring. From their point of view, there are so many new things to look at, to hold in their hands, to rub, to taste and to smell. These are the details we need to record and embrace so we can remind ourselves and others of some of the most meaningful and vital experiences in the lives of young children” (Curtis & Carter, 2000, p 39).
ReplyDeleteI like the way you notice, recognise and respond to children’s interests because you managed to share this learning with us. It is clear that the sharpener is an important tool for A’s learning because when he was encouraged to write, he instantly knew that to write he needed pencils and he could not use pencils unless they were sharpened. Therefore, he was inspired to use this tool to sharpen the pencils. The sharpener helped him to get what he wanted a pencil to write with. He showed that he understood the whole process of writing and preparing the necessary equipment to make it happen. The sharpener helped A to make links and connections with his learning environment allowing him to make sense of his world (Ministry of Education, 1996). Thanks Daphne!
References
Curtis, M. & Carter, M. (2000). The art of awareness: How observation can transform your teaching. St. Paul, MN: Redleaf Press.
Wonderful it is to know how interested that child was in pencil sharpeners! It is inspiring, realising how much children take advantage of the non-digital technologies around them, not even noticing themselves how equally important it is to them, as it is digital-technology. I definitely agree with Piaget’s theory of trial and error in this case, as it gives the child the opportunity to try something new and learn from it as she progresses. I applaud you Daphne for engaging with the child within this learning experience, as it is a valuable moment for you and for her, where she is building on her knowledge and interest in the non-digital technology tool, as well as you valuing her contribution and participation in her learning within the centre. The Te Whaariki Curriculum (Ministry of Education, 1996) encourages educators to support children’s input and contribution within learning experiences, as this involvement from the child enables them to feel secure and valued in their own learning and development. I trust that you will continue to cherish and develop on this unique relationship you have with this child, as well as the other children within you centre, through finding more ways in promoting their sensory and fine-motor skills, also their use of trial and error.
ReplyDeleteMinistry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.