Challenges

Hi guys

Finally got my reflections up. Thanks for your patience. Looking forward for your comments and here starts another problem of sending comments. This is what technology doing to me, making me work twice as hard
but I will persevere ha ha.

Good luck and have fun in blogging

Ipad- Digital Technology

Reflection Three         Ipad-Digital technology

 

J, a student teacher decided to bring her Ipad to the centre for the children to play with. J loves ICT and I feel she likes to share her knowledge to the children. She is an asset to the centre as her inputs are valued. I feel this is what technology is all about in an early childhood setting. Technology is about learning fresh skill with the resources provided, (Scholl, 2005).  

 Using an Ipad properly ensures the child that this device is a part of the learning background for the future. Getting down to the child’s level: using this moment to teach the child how to use an Ipad, and at the same time empowering the child to experience greater control and participation in their learning (MacNaughton & Williams, 2009).

 According to Ministry of Education (1996) such concept is embedded within the principals and strands of the curriculum. The children are empowered to learn and grow; each child’s contribution is valued, children develop sensory motor skills by using tools (Ipad). Although I have my own perception of technology, the New Zealand Curriculum’s aspiration is for children to grow up to be competent and confident learners in society (Ministry of Education, 1996).

  Children are obviously using this time to make connections with modern technology:  make a contribution to the centre by sharing their own experiences to their peers. I feel strongly about introducing children in my centre these new devices, such as Ipads, as I need to be fully trained to make sure technology is used effectively (Smorti, 1999 Autumn).

I am aware of the fact that technology devices can make tasks more manageable and learning more meaningful; I declare that I am unable to take full advantage of technology as a tool. I assume the Ipad works with a touch of a button which means there is an accuracy process involved and downtime. This is the information I have gathered by observing J and the children on that particular day at the centre.

Although I have noticed the children having a positive interaction: they were having fun, I feel that they were learning too fast. I’m not too sure whether all the children understand the concepts of technology. This uncertainty leads to my own concerns such as; what will happen to children’s learning if they move to a setting that has no access to technology? Are they able to keep up with the changes and what about the cost involved? There are some childcare programmes using technology in many creative ways for example sending digital photos of children to parents, whereas other centres cannot afford to use technology.

In my practice we have centre policy in terms of using technology and the staff members are compliant to follow and implement. The children also have access to a computer but not Ipad.  When a child prefers to play on a computer, a teacher provides teaching strategy to maximise their learning, for example playing games with a friend or constructing a big tower using blocks. These activities provide the children with the opportunity to learn a range of social skills that enable them to approach others positively (Mindes, 2006). 

Additionally children are encouraged to develop confidence in them and be able to continue acquiring new knowledge and skills (Ministry of Education, 1996).

According to Smorti (1999 Autumn) technology is about helping people:  solving problems and in relation to my own theory of technology, playing with a friend in a sandpit using kitchen utensils or playing with blocks are more meaningful learning opportunities to children than playing with Ipads.

 Reference List.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young

        NSW, Australia: Pearson Prentice Hall.

Mindes, G. (2006). Social studies in kindergarten. In D, F. Gullo (Ed.), K today

       Teaching and learning in the kindergarten year (pp. 107-115). Washington,

        DC: National Association for the Education of Young Children.

Ministry of Education. (996).  

        mokopuna o Aotearoa: Early childhood curriculum. Wellington, New

        Zealand: Learning Media.

Scholl, M. (2005). Social studies in action. Young children, 62(4), 1-5.

Smorti, (1999 Autumn) Technology in early childhood. Early education, 19.

       

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Reflection Two: Hammer, Hammer, Hammer

Reflection Two                     Hammer Hammer Hammer-Non digital technology

 

Who would have thought that hammers, nails, screwdrivers, files, woods are a technology?

The significance of technology in this area is resource knowledge and being able to utilise the tools provided in a safe secure manner.

Hammer is a technology that allows children to explore and can make tasks more manageable and fun. As much as I want the children to play with these tools, I often get scared to let them use the resources. Reflecting back when I was at school, I was never allowed to go near the carpentry area. As soon as an adult saw me holding a nail or a hammer, she/he would run like a lightning to snatch it off me. I feel the perception back then was that, I was not ready to be introduced to such skill; especially there was a limit of opportunities given.

 

This perception is supported by Vygotsky who states, that the learning of children in the technology world would be quite different, from the learning of children in a culture that does not value such things, and does not support children to develop skills in using and understanding these technologies (Arthur, Beecher, et al, 2008). Smorti (1999 Autumn) also suggests that technology is influenced by the culture or the society in which it occurs.

 When I transfer this idea in my practice, I will scaffold children’s learning by providing strategies to use: teaching safety rules of how to handle and care for equipments effectively. Children learn respect for tools and learn to be in control (Smorti, 1999 Autumn). 

I assume this must be the more reason why I react differently when I see children having fun hitting the nail into the wood. I suddenly think about the safety issues that the child will encounter. When I notice a child performs just beyond her reach, I then offer extra support so she is able to do things that she is unable to fulfil on her own. Vygotsky refers to this process as a zone of proximal development, where cognitive progress takes place (MacNaughton & Williams, 2009).

 I will supervise children very closely when handling hammers, nails, files and other tools. I will hammer a large head nails and drive the nail partially into the wood: let child finishes driving the nail all the way into the wood. By scaffolding children’s learning, teacher and a child builds a warmth and responsive relationship with each other (MacNaughton & Williams, 2009).

Working alongside children with tools trying to encourage them to use the tools in a correct way, is a definition of technology, utilising the skills you have as an adult, may at times restrict your capabilities to allow the child to feel the experience of free play, for example, resource knowledge can restrict the learning taking place. Rules are put in place in the centre to ensure a safe environment, for example, recognising that the tools can be dangerous if used in an appropriate way. A hammer can be used to tap and to retrieve a nail, screws have different lengths and different ends, nails come in a range of shapes/lengths. This is also good opportunity to use numeracy especially around short and long pieces of equipment.    

Learning from this experience I have to convince myself that this is a different world: technology is therefore an integral area of the early childhood curriculum. If we as educators are to support children’s learning in this area, we need to extend our understanding of technology and continue to widen our own knowledge and skill base (Smorti, 1999 Autumn).

Reference List:

Arthur, L., B., Dockett, S., Farmer, S., Farmer, S., & Death, E. (2008).

         Programming and planning in early childhood settings (4^th ed).

         Melbourne, Australia: Thomson Learning.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young

         children: Choices in theory and practice (3^rd ed.). Frenchs Forrests,

          NSW, Australia: Pearson Prentice Hall.

Smorti, S. (1999 Autumn) Technology in early childhood. Early Education, 19.

        

                                                                                                                                             

  

Reflection One: Pencil Sharpeners as Inspirational Tool

Reflection One Pencil Sharpeners as inspirational tools

Pictures resemble the technology of using pencil sharpeners and the skills needed to get the pencils sharp. The four year old children in the centre are encouraged to sit at the table with a teacher to practise writing their names and some of the alphabetical letters. I have noticed ‘A’ always using her initiative to get the writing utensils out. She eagerly got the pencils out of the container and went through the lot to see if they need sharpening. Out of curiosity, I approached her and asked if she would like a hand with sharpening all the pencils.

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).

Although ‘A’ actively constructed her own knowledge of the pencil sharpener as suggested by Piaget (Santrock, 2009) this activity allows the children to take time to solve their own problems through trial and error (Clark, 2004). I would also learn from this notion that the result does not matter but the attitudes and development of each child’s potential. Doing is important rather than the product (Smorti, 1999, Autumn). When ‘A’ intended to use the pencil sharpener on her own accord, this concept determined the unique experiences that the children share in the centre. The technology certainly moved and inspired A as well as challenged her abilities. This is about the children’s learning journey to becoming capable and positive learner, a learner for life. It is obvious to me the significance of the resource used as a teaching tool to support children’s learning and development. Scholl (2005) indicates the advantage of the learning opportunities that come up each and every day in children’s lives. The children will experience the joy of learning and developing self confidence and self esteem through the teacher providing learning opportunities. Ministry of Education (1996) also states that children enhance the skill to signify their discoveries, using creative and expressive media and the technology associated with them.

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.

Daphne

Hi everyone. I am sorry for the delay in posting some comments. I haven't been well lately. I can see that you have been working hard out. Keep it up. Kia kaha. I will try to have all my reflections done before the end of the week so you can work even more harder. Some good reflections up already and it will help me get start on my own reflections. Thank you for sharing.

Daphne Mika

hello