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.