Welcome to my world of technology.: August 2012

The teachers at my centre noticed that the children were interested in cutting, gluing and displaying items. We also noticed that the children were using different medium to test how glue was responding. The teachers also discussed among each other for working on extending the children’s interest of gluing. We first started the project by providing the children with glue buttons, leather, stones, as a collage onto a pre-draw pictures for example a butterfly. The children showed a lot of interest in this and this also allowed the children and teachers to bond with each other. One of the teachers and I were outside with the children and there was a small table on the deck. Some of the children were bringing water and the rags to clean the table. I suggested the idea to the teacher that can we transform this old table into the new table by mosaicing it. The teacher agreed with the idea. We told the children’s and they were really excited about the idea. They were saying “teacher than we can eat on the table at morning tea”. I said, “Yes, you all can.” With the help with the children and other teachers we clean the table and we started to break the tiles for our table. We asked the children to choose the colour of the tile. They chose dark blue, light blue, red, white, and black tiles. I explained the children that mosaic is like a puzzle you keep on joining the pieces until the puzzle is solved giving you a final master piece. As soon as the edges were dried the children started gluing the small broken pieces of tile on the table. The children picked the tile and put the glue at the back of the tile and glued the back of the tile on the table. Slowly all the vacant place on the table was full with all the beautiful colours. We left the table for drying and next day we started the grouting. I also explained the children that grouting helps the tile stick together. Some children were saying “teacher it looks like mud and it is yuk” and some were saying “no it is not yuk”. I was really excited to do the mosaic on the table with the children and I learnt a lot about the children and their families too with conversation we had. The children were teaching me how to do it and at the same time I was teaching them as well. This is how I build a very good relationship with the children. All children, even the very young, are considered to be social beings and children are viewed as active agents in the construction of their own learning (Santrock, 2009). “The project approach aims to provide children with opportunities to engage in depth learning of events in their worlds as they create meaning through interactions with physical and social worlds” (Arthur, Beecher, Death, Dockett & Farmer, 2008, p.232).

In doing this the children were learning about the process that is, how they were able to design something new by putting different ideas together. (Smorti, 1999) suggests that “using a process approach to technology it is doing that is important rather than the product” (pg.6). This experience provided the children with opportunities for co-operative learning experience, pleasure, challenge and a sense of achievement. This also provided children with opportunities that they can master their learning at their own rate. This was evident when the children back next day and asked me “teacher is it dried so that we can start gluing again. Through this experience children can escaped into a wonderful world of adventure (Somerset, 2000). They experiment, explore and learn about themselves in captivating experience by doing it by them self. Young children feel a sense of emotional satisfaction when they are involved in making art, whether they are painting, modeling with clay, drawing with crayons (Somerset, 2000). “Children develop skill and confidence with the processes of art and craft, such as cutting, drawing, collage, painting, print-making, weaving, stitching, carving and constructing” (Ministry of Education, 1996, p. 80) By using different colour tiles provided opportunity to make independent choices and decisions (Gonzalez-Mena, 2008). This builds children’s self esteem by giving them opportunities to express what they are thinking and feeling.

I believe that small group activities also help children practice important social skills like taking turns, sharing and exploring with materials. Children develop control of large and small muscle (Koster, 1997). The arm movement required for gluing on the table builds coordination and strength. Making art also helps children develop eye-hand coordination (Koster, 1997). The children learn to coordinate what they see with movements of their hands and fingers.

I believe that creativity as a non digital technology and it is very important element in the lives of children as it helps them develop and foster life skills in imagination, and a positive self-image. (Isenberg & Jalongo, 2010).

Reference List:

Gonzalea-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4^th ed.). Boston, United States of America: McGraw Hill.

Isenberg, J., & Jalongo, M. (2010). Creative thinking and art-based learning: Preschool through fourth grade (5^th ed.). Columbus Ohio, United States of America: Pearson.

Koster, J.B. (1997). Growing artists: Teaching art to young children. Albany, NY: Delmar.

Ministry of Education. (1996). Te whāriki, he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Santrock, J. W. (2009). Life-span development (12^th ed.). Boston, Ma., United States of America: McGraw Hill.

Somerset, G. (2000). Work and play in the early years (5^th ed.). Auckland, New Zealand: New Zealand Playcentre Publications.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Tuesday, 21 August 2012

Reflection Two

21 August 2012

Reflection two

Children on the swing learning to problem solve how to swing by themselves.

At my home centre swings are very popular among the children. This morning I hanged the swing outside and I noticed that “U” was sitting on the swing finding very difficult to push him. He asked me “teacher can you push me please”. I went up to him and stood in front of him holding my both hands up in the air and asked him “can you kick my hand”. “U” hesitated first and upon my insisting he slowly raised his legs in order to kick my hand and the swing moved a little bit forward. I kept asking him to kick my hand and he did so and I was slowly moving myself back and “U” tries harder to kick my hand. Finally, he was managed to swing by himself faster and independently as he was trying to kick my hands. "Knowledge, skills and resources are combined to find solution and there maybe more that one solution to the problem" (Smorti, 1999, pg.6). “U” said to me “teacher I go to the park every week and my nana she pushes me over the swing but now I can push myself without asking my nana to push me.” I praised him saying “tino pai “U”. More children start to come and ask for the turn on the swing I let them sit and wait for their turn and they waited patiently. The children were having fun with the swing and at the same time I was reminding the children who playing near the swing to be very careful and watch out for the swing. I encouraged the children to be courteous and patient in taking turns while going on the swing.

Safety is considered while the children are on the swing. I ensured the children walking and playing around the area are aware that the swing is dangerous while in action. I also made sure that the children hold on to the swing and constantly reminding them to avoid any possibility of accident the children are encouraged to share and take turns, and praises are used to maintain positive attitudes. The children were able to recognize and respect others as individual. I believe that children learn all or most of what they are suppose to learn through their participation in indoor and outdoor activities by interacting with each other and also with the help of teachers. Upon my scaffolding MacNaughton & Williams (2009) “U” was managed to push him on the swing which he never attempted to do so before. (Ministry of Education 1996) cited in Smorti, 1999 states that " in order to participate in this world, our children will need the confidence to develop thier own perspectitives as well as the capacity to contiune acquring new knowledge and skills" (pg.5). This experience helped children do their own problem solving by watching their friends and listening to me too. “Children experience an environment where they are affirmed as individuals”. Children also develop “awareness of their own special strengths, and confidence that are recognized and valued”(Ministry of Education, 1996, p. 68). Drewery and Bird (2004) state that cultural influences play a big role in children’s learning to share. Therefore, it is important for the teachers to encourage and model sharing among children. As it was evident today when the children were sitting down and waiting for their turn on the swing. “Children experience an environment where they are kept safe from harm (Ministry of Education, 1996, p.52). They also develop positive attitudes where they are able to wait for attention.

I used swing as a non digital technology device which helped the children problem solve. “Encouragement is given while a child is doing something to support them to continue it and to show appreciation of their efforts” (MacNaughton & Williams, 2009, pg. 68). The children were building on their friendship skills. I was also building relationship with the children when I was interacting with the children and also I was included with the children when they offered me to join them on the swing. “Relationship between children, and between adults and children, provide context that support and encourage children’s development and learning” (Arthur, Beecher, Dockett, Farmer & Death, 2008, pg. 323).

The children were given opportunity to explore and learn to swing with the support from each other and also from the teacher. This experience enhances the respect where there was unhurried interaction between the children and the teacher too. Gonzalez- Mena (2008) supports this by stating that “social emotional environment should provide respect, warmth, nurturance, acceptance, protection, and responsiveness” (pg. 273). . I will keep “scaffolding” (Arthur et. al 2008, pg. 329) the children through interaction and assist them do something which is hard for the children to overcome. Finally this swinging experience enhance the children's interest in problem solving by leanring how to be able to swing independently without being pushed by someone else.

Reference List:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

Bird, L., & Drewery, W. (2004). Human development in Āotearoa: A journey through life (2^nd ed.). Auckland: McGraw Hill.

Gonzalea-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4^th ed.). Boston, United States of America: McGraw Hill.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Friday, 10 August 2012

Reflection One : Children watching musical video on laptop

Reflection one

10 August 2012

"Technology is about helping people and solving problem"(Smorti 1999, pg.5). Computer is very popular not only among the adults but the little children also enjoy its uses. It is a means of communication.

At my home centre the children are really interested in music and movement. As soon as I play music on the compact disk player the toddlers will start dancing to the beat. Today I came on the floor after my non contact. The children noticed the laptop in my hand. They came up to me and started to touch the laptop. I wonder the children watch their parents working on the laptops as they were calling out by saying "jeeta (Sanjeeta), ook (look). As I stated earlier the toddlers are very interested in music I decided to watch a musical video with the toddlers. I played the song head, shoulders, knees, and toes. The children started to recognize the body parts and they started to touch their head and shoulders which they every time do when I play the song on compact disk player.

(Somerset, 2000) suggests that “music skills can be developed in young children if the opportunities for regular listening and performance are available” (pg.47). The children and I was using the body language such as touching the photos and using the words to describe what was happening. By watching and listening the children began to imitate what was happening in the video.

The children seemed more excited as they were touching the buttons on the laptop as they were watching the video. By pressing the buttons on the key board helps the children build their fine motor skills. As the children were watching the video one child turned the computer off by pressing the off button. I assumed that he noticed the blue light on the button and he just pressed it. Later I realized that what if he must be used to turning the buttons of the television or computers on and off at home. I was surprised that the children knew exactly what button they needed to press in order to turn on and off the laptop. I explained to the children by showing them that we do not press the button on and off just like that. We have to follow the instructions on the screen that is, how we turn the laptop off. I was so amazed after when I showed the children the procedure to turn the laptop off after that they did not touch the off button again. I believe at this age the toddlers will not be able to follow the procedure to turn the laptop on or off. However, we can guide the children as they grow older where they will be able to understand about the rules and procedure more. I also believe that children come to the centre with their knowledge from home. We as teachers should guide the children's learning by supporting them by demonstrating and also as a role model how we problem solve as I did today by showing them how we turn the lap topoff using the right procedure. The children were all involved and were paying attention for a sustained period of time they also doing the problem solving by pressing the buttons on the laptop if they press it once and if it did not work they try and press it again to make it work. Te Whāriki, He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum "Children experience an environment where they gain confidenece in and control their bodies" (Ministry of Education, 1996, pg.86). In the afternoon when the parents came to pick the children. I shared our music video experience with the parents. The parents were overwhlemed and they shared with me what the children do at home when they watch television. That is, they are able to turn the buttons on the remote control in order to turn the television on and off.

In today's modern world ICT is very important part of our lives. Children at very young age need to learn and understand about the cyber safety. I believe that at school teachers should set time boundaries for the children for using the computer and the teachers should get involved with children when browsing the internet. I used music video to motivate the children about music and dance. (Somerset, 2000) suggests that “music skills can be developed in young children if the opportunities for regular listening and performance are available” (pg.47). The children and I was using the body language such as touching the photos and using the words to describe what was happening. By watching and listening the children began to imitate what was happening in the video. I offered the children opportunity to explore the sounds through technology by watching and listening. (Bruce, 2004) explains that “creativity in babies begins through relationships with particular people and through non-verbal communication” (pg.73).

This experience had made me sit back and think how enjoyable ICT can be when working with young children. I am going to use this experience with the older two children at my centre by making this experience interesting by asking the children many open ended questions which the children are able to contribute together and come up with the different answers which interest them. By doing this with the children I can encourage children to be more imaginative and also let the children explore more. I have learnt that when we use technology I will use unhurried interaction with the children and allow the children more time to think and understand what is happening around. After doing this I have become wiser that if an adults takes a lot of time to learn we should also allow the children the same too. I can also encourage the children problem solve if the children are facing difficulty when doing something. Toddlers develop understandings through discovery and exploration (Ministry of Education, 1996). They are benefiting from interactions that extend their thinking and vocabulary as the toddlers are beginning to use words.“Children develop the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning” (Ministry of Education, 1996, p.84).

I believe that technology is a very useful tool in today’s modern world this helps people to solve problem, get the information very easily that, is if they want to do research or enquire about anything which they are interested in. (Ministry of Education, 1996) states that “technology enhance problem solving that is children enquire, carry out research, and develop and test ideas and solutions as they explore and make sense of the their world (pg.98)”. It also helps the people communicate with each other very quickly no matter what part of the world the live in. On the other hand I also believe that technology has some disadvantages too. This is when the children are addicted to the television, cell phones or the computer games. This stops the children from getting involved in critical thinking and this might affect the children development as well. We as teacher need to guide the children and encourage the children not to be very dependent on the technology. Instead we can involve the children to do some hands-on activities which make the children more active and explore around using natural environment rather than just sitting down and watching television or playing computer games.

Reference List:

Bruce, T. (2004). Including evryone: The beginnings of creativity Cultivating creativity in babies, toddlers and young children (pp. 72-83). London: Hodder and Stoughton.

Ministry of Education. (1996). Te whāriki, he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Somerset, G. (2000). Work and play in the early years (5^th ed.). Auckland, New Zealand: New Zealand Playcentre Publications.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.