Smorti, S. (1999) Technology in Early Childhood. Early Education, No 19 Autumn 1999.
Tsantis, L, A., Bewick, C, J., & Thouvenelle, S. (2003). Examining some common about computer use in the early years. Young Children. Vol 58 (1), pp.1-9.
Ministry of Education. (1996). Te Whariki; He whariki matauranga mo nga mokopuna o Aotearoa. Wellington; Learning Media.
Arthur, L; Beecher, B; Death, E; Dockett, S & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia : Thomson.
Liu, M. (1996). An exploratory study of how pre-kindergarten children use the interactive multimedia technology: Implications for multimedia software design. Journal of Computing in Childhood Education, 7(1/2), 71-92.
Thouvenelle, S., Borunda, M., & McDowell, C. (1994). Replicating Inequities: Are we doing it again? In J.L. Wright & D. D. Shade (Eds.), Young Children: Active Learners in a Technological Age (pp.151-165). Washington, DC: National Association for the Education of Young Children.
Ross, E. (2006). The social studies curriculum: purposes, problems, and possibilities. New York: SUNY Press.
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Malaysia : Pearson Education Australia.
Tuesday, October 19, 2010
Reflective blog post!
The feedback that I received from other students, was very positive and proved to me that how I foster children’s learning with regards to technology is ok. One person said that I demonstrated a very good example of noticing, recognising and responding' to one of the child’s interest in trucks, and how my time, efforts and encouragement helped in fostering and extending on the child’s interest and enabled him to branch out and make more of his interest in trucks. It is part of my philosophy to listen and observe children’s interests and then find ways in which these interests can be extended.
By reading one of the comments about the photocopier, and how it was so great that the children were able to be exposed to equipment like that and able to actually use it for themselves is great learning for the child. Television, video, DVD (digital video disc), computer games and the Internet are part of many children’s social worlds” (Arthur, Beecher, Death, Dockett & Farmer, 2005, p. 10).
In my centre especially, because it is in such a low socio economical area, the children aren’t exposed to these things at home and don’t get the chance to experiment and use them. Which is why I think it is so important that our children get the opportunity to experiment with new equipment within the centre. That way the children develop a sense of civic and social responsibility, because they are able to use it for themselves (Ross, 2006). Another comment made about the photocopier was that the next step could be, to let the child take the photocopier apart and let her learn structures and mechanisms of technology. This is a great idea and certainly one I could consider in the future.
Another comment that I found interesting was that we are such huge role models for children, and we often do not realise how much so until it is being mimicked or displayed right in front of us. She also thought it was great that I involved the other children into the play as well, suggesting that we shouldn’t leave our friends out.
Throughout this course I have also learnt how important it safety around technology is, and how important it is that children learn how to use technology properly to keep themselves safe. As Te Whāriki states that “children develop increasing knowledge about how to keep themselves safe from harm” (Ministry of Education, 1996, p.52). I have also made our parents and whanau more aware of ‘Hectors World’, as I believe it is a necessity if any child is left to go onto the internet alone.
I have learnt that people, places, things and events can have a great influence on a child, and I have learnt how important outside influences can be for the learning of a child. So as a teacher and a role model to our children I believe that it is our responsibility to ensure these children have the opportunity to experience these meaningful learning moments and that we foster them the best we can.
I believe that ongoing knowledge and Professional development is also a necessity for teachers to ensure we provide the quality education children need.
I believe that all children need to be given opportunities to explore today's technology, and we as teachers are aware of "the technological world that we live in: a world that people have created and changed through technology" (Smorti, 1999, p.1).
By reading one of the comments about the photocopier, and how it was so great that the children were able to be exposed to equipment like that and able to actually use it for themselves is great learning for the child. Television, video, DVD (digital video disc), computer games and the Internet are part of many children’s social worlds” (Arthur, Beecher, Death, Dockett & Farmer, 2005, p. 10).
In my centre especially, because it is in such a low socio economical area, the children aren’t exposed to these things at home and don’t get the chance to experiment and use them. Which is why I think it is so important that our children get the opportunity to experiment with new equipment within the centre. That way the children develop a sense of civic and social responsibility, because they are able to use it for themselves (Ross, 2006). Another comment made about the photocopier was that the next step could be, to let the child take the photocopier apart and let her learn structures and mechanisms of technology. This is a great idea and certainly one I could consider in the future.
Another comment that I found interesting was that we are such huge role models for children, and we often do not realise how much so until it is being mimicked or displayed right in front of us. She also thought it was great that I involved the other children into the play as well, suggesting that we shouldn’t leave our friends out.
Throughout this course I have also learnt how important it safety around technology is, and how important it is that children learn how to use technology properly to keep themselves safe. As Te Whāriki states that “children develop increasing knowledge about how to keep themselves safe from harm” (Ministry of Education, 1996, p.52). I have also made our parents and whanau more aware of ‘Hectors World’, as I believe it is a necessity if any child is left to go onto the internet alone.
I have learnt that people, places, things and events can have a great influence on a child, and I have learnt how important outside influences can be for the learning of a child. So as a teacher and a role model to our children I believe that it is our responsibility to ensure these children have the opportunity to experience these meaningful learning moments and that we foster them the best we can.
I believe that ongoing knowledge and Professional development is also a necessity for teachers to ensure we provide the quality education children need.
I believe that all children need to be given opportunities to explore today's technology, and we as teachers are aware of "the technological world that we live in: a world that people have created and changed through technology" (Smorti, 1999, p.1).
Passionate about play station!
One day when I was walking around the centre I could hear loud car noises and was wondering where they were coming from! I looked around and right in the corner by the computer were three boys playing on the computer. Except, the cover was still over the computer and the boys were holding a disposable camera each sideways. They were facing the computer and pretending that they were playing the play station!!!!
It was such a fantastic thing to see, all the staff were in hysterics because we all thought it was so creative and cute!!!
“Children experience an environment where they discover different ways to be creative and expressive” (Ministry of Education, 1996, p.80).
The children definitely found a way to be creative alright!. I asked the boys what they were doing to see what answer I would get, and M said “were playing gran turismo!”, “Yeah!” S said, “my brother lets me go in his room and watch him but he doesn’t let me play, that’s why were aloud to play at kindy aye Steph?” he said, “Yes of course you can”, then straight away they carried on making loud car noises.
I fostered this learning by taking photos of play station’s off the internet and letting the boys look at them and draw with them, we had a korero about it at mat time, and some of the questions asked were, “who at your whare has a play station?” and “who can play play station”. The response was huge and it started such a big craze which took over the whole centre!. Arthur, Beecher, Death, Dockett and Farmer (2008) say, "When their interests are incorporated into the curriculum children are more likely to engage in a wide range of experiences" (p. 313).
The boys who were initially involved in the computer/play station, had eventually made a play station out of a cardboard box and placed it on one of the lower working benches, gathered some chairs and cameras (controls) and all the kids played play station.
Many of the other children gained an interest in this craze too.
I wrote stories on this around the centre and some of the parents read them with astonishment!, they couldn’t believe that the children had done this without any teacher involvement or ideas. One of the Dad’s asked me if I would like him to bring in his play station for the children to have a play on. I thought this was a great idea!, so he brought it in the next day and let the children play with it (with his supervision) and they had a ball!, especially the boys. He helped the boys to work the game and go into the right games, and then what buttons to press.
I was amazed about how many children were already able to play the play station and press all the right buttons etc, also at how many children could steer the car on the game perfectly!. "The support of adults and more competent peers provides the necessary assistance or 'scaffold' that enables the child to move to the next level of independent functioning" (NAEYC, 1991, as cited in MacNaughton & Williams, 2004, p. 331).
It was such a fantastic thing to see, all the staff were in hysterics because we all thought it was so creative and cute!!!
“Children experience an environment where they discover different ways to be creative and expressive” (Ministry of Education, 1996, p.80).
The children definitely found a way to be creative alright!. I asked the boys what they were doing to see what answer I would get, and M said “were playing gran turismo!”, “Yeah!” S said, “my brother lets me go in his room and watch him but he doesn’t let me play, that’s why were aloud to play at kindy aye Steph?” he said, “Yes of course you can”, then straight away they carried on making loud car noises.
I fostered this learning by taking photos of play station’s off the internet and letting the boys look at them and draw with them, we had a korero about it at mat time, and some of the questions asked were, “who at your whare has a play station?” and “who can play play station”. The response was huge and it started such a big craze which took over the whole centre!. Arthur, Beecher, Death, Dockett and Farmer (2008) say, "When their interests are incorporated into the curriculum children are more likely to engage in a wide range of experiences" (p. 313).
The boys who were initially involved in the computer/play station, had eventually made a play station out of a cardboard box and placed it on one of the lower working benches, gathered some chairs and cameras (controls) and all the kids played play station.
Many of the other children gained an interest in this craze too.
I wrote stories on this around the centre and some of the parents read them with astonishment!, they couldn’t believe that the children had done this without any teacher involvement or ideas. One of the Dad’s asked me if I would like him to bring in his play station for the children to have a play on. I thought this was a great idea!, so he brought it in the next day and let the children play with it (with his supervision) and they had a ball!, especially the boys. He helped the boys to work the game and go into the right games, and then what buttons to press.
I was amazed about how many children were already able to play the play station and press all the right buttons etc, also at how many children could steer the car on the game perfectly!. "The support of adults and more competent peers provides the necessary assistance or 'scaffold' that enables the child to move to the next level of independent functioning" (NAEYC, 1991, as cited in MacNaughton & Williams, 2004, p. 331).
Monday, October 18, 2010
Photo frenzy!
One day I was taking photos of the children for learning stories. We also have a digital photo frame which has new photos loaded onto it every day. The float teacher is the one who has the responsibility of going around and taking photos of children and the different activities that happen throughout the day. Later that afternoon, I saw a couple of girls walking around with the children’s cameras taking photos of other children. Repeating what I had been saying which was “smile,” “look at me”. When they took the photos, they turned then pretended to look at the screen on the camera.
I thought that this might have just been a one off, but later on that day the girls were still taking pretend photos of each other.
As I walked over to the G yelled out “Steph, can you take a photo of us?”
I replied “yeah sure”.
G: “But you have to wait till F comes coz shes our friend too”.
“Ok” I replied.
“1,2,3, say cheese!” I said.
“CHEESE!!” they all replied.
Then as I took the photo they all posed and held up peace signs with their fingers.
“why did you guys do that sign?”
G: “because that is what my sister does”.
I thought it was really cool and interesting how much information young children take in from all around them, sometimes things that you wouldn’t expect them to repeat or notice.
Later on that day I thought it would be a cool idea to get out my own digital camera, so that the children could take real photos. They all loved this idea, and spent a good hour taking photos of each other. I later printed the photos off for the girls and put them into their portfolios after they had looked at them.
Recognised learning:
The children were mimicking what I had been doing earlier and what they had obviously seen their families or brothers and sisters doing. The girls learnt other skills such as sharing and turn taking, theyv also gained the opportunity to work with and alongside others, Te Whariki supports this by saying that children need to be encouraged to learn with and alongside others (Ministry of Education, 1996). The children had a great time taking photos with the pretend camera and the digital camera. The girls camera knowledge and operational skills were extended. They showed that they had a great interest and were very curious about cameras and the way that the cameras worked. I think that by letting the children use the digital camera, they felt a sense of responsibility and were able to extend their knowledge. . Thouvenelle, Borunda, and McDowell (1994) argue that children need to develop their own perspectives, knowledge and skills to participate in the world. The children gained confidence in ICT, which increases the child’s self esteem and autonomy (Liu, 1996).
I thought that this might have just been a one off, but later on that day the girls were still taking pretend photos of each other.
As I walked over to the G yelled out “Steph, can you take a photo of us?”
I replied “yeah sure”.
G: “But you have to wait till F comes coz shes our friend too”.
“Ok” I replied.
“1,2,3, say cheese!” I said.
“CHEESE!!” they all replied.
Then as I took the photo they all posed and held up peace signs with their fingers.
“why did you guys do that sign?”
G: “because that is what my sister does”.
I thought it was really cool and interesting how much information young children take in from all around them, sometimes things that you wouldn’t expect them to repeat or notice.
Later on that day I thought it would be a cool idea to get out my own digital camera, so that the children could take real photos. They all loved this idea, and spent a good hour taking photos of each other. I later printed the photos off for the girls and put them into their portfolios after they had looked at them.
Recognised learning:
The children were mimicking what I had been doing earlier and what they had obviously seen their families or brothers and sisters doing. The girls learnt other skills such as sharing and turn taking, theyv also gained the opportunity to work with and alongside others, Te Whariki supports this by saying that children need to be encouraged to learn with and alongside others (Ministry of Education, 1996). The children had a great time taking photos with the pretend camera and the digital camera. The girls camera knowledge and operational skills were extended. They showed that they had a great interest and were very curious about cameras and the way that the cameras worked. I think that by letting the children use the digital camera, they felt a sense of responsibility and were able to extend their knowledge. . Thouvenelle, Borunda, and McDowell (1994) argue that children need to develop their own perspectives, knowledge and skills to participate in the world. The children gained confidence in ICT, which increases the child’s self esteem and autonomy (Liu, 1996).
“My fast red truck!”
There was a boy in our centre who was always mad on playing on the tractor and scooters, he was never inside making ‘constructions’. I noticed that he really enjoyed playing with trucks and any big machinery, so I decided to read him a book on trucks, this triggered him to want to make a truck. He then excitedly moved on to the carpentry shed where he began his project.
He grabbed different sized pieces of wood, big and little examining every piece as he picked them up. I had never seen him so involved in a project like this before. Children came into the carpentry shed curiously asking questions,
M: “What are you making P?”
P: “I am making a mean as truck, It gonna be red coz reds a fast colour!”.
M: “Can I help??”
P: “Yeah! You can get me some wheels and some strong as nails”.
Then M gathered all the required materials and handed them to P, then he stood back as P built his master piece.
M helped him to hold pieces and gave him ideas as to where the different parts should go, but P basically had it in his head what he was going to do.
Once he had finished building his truck he took it inside so he could paint it red and make it “go fast!”. Once he had finished painting it, he put it up on the drying rack asking me every five minutes if it was dry yet!, I told him that when he came back to kindergarten next it would be dry. So he waited, and he must have been talking about it all day and night at home because as soon as he came back into the Kindergarten he remembered his truck!
He played with the truck all day, inside and out.
Noticed learning:
I noticed that when I observed P and noticed that he had a great interest in trucks, I was able to shift him in a different direction, and extend on his interest by reading him a book that then made him want to make a truck in the carpentry shed.
P was using his knowledge about the process and problem solving that was required to make his truck. He was using social skills to communicate to me and M about the process of the truck construction.
By using a process approach, P was able to concentrate on the ‘doing’ of the project rather than the ‘final product’. Which Smorti (1999), discusses that children are more encouraged to design, appraise and make their work if they appreciate that the process is more important than the final product.
“Nothing sparks children’s desire to learn more than investigating things they already know and care about.” (Friedman, 2005, p.1) I believe this really relates to this story because P had such a great interest and love for trucks and heavy machinery, which is why he persisted at the activity for so long.
He grabbed different sized pieces of wood, big and little examining every piece as he picked them up. I had never seen him so involved in a project like this before. Children came into the carpentry shed curiously asking questions,
M: “What are you making P?”
P: “I am making a mean as truck, It gonna be red coz reds a fast colour!”.
M: “Can I help??”
P: “Yeah! You can get me some wheels and some strong as nails”.
Then M gathered all the required materials and handed them to P, then he stood back as P built his master piece.
M helped him to hold pieces and gave him ideas as to where the different parts should go, but P basically had it in his head what he was going to do.
Once he had finished building his truck he took it inside so he could paint it red and make it “go fast!”. Once he had finished painting it, he put it up on the drying rack asking me every five minutes if it was dry yet!, I told him that when he came back to kindergarten next it would be dry. So he waited, and he must have been talking about it all day and night at home because as soon as he came back into the Kindergarten he remembered his truck!
He played with the truck all day, inside and out.
Noticed learning:
I noticed that when I observed P and noticed that he had a great interest in trucks, I was able to shift him in a different direction, and extend on his interest by reading him a book that then made him want to make a truck in the carpentry shed.
P was using his knowledge about the process and problem solving that was required to make his truck. He was using social skills to communicate to me and M about the process of the truck construction.
By using a process approach, P was able to concentrate on the ‘doing’ of the project rather than the ‘final product’. Which Smorti (1999), discusses that children are more encouraged to design, appraise and make their work if they appreciate that the process is more important than the final product.
“Nothing sparks children’s desire to learn more than investigating things they already know and care about.” (Friedman, 2005, p.1) I believe this really relates to this story because P had such a great interest and love for trucks and heavy machinery, which is why he persisted at the activity for so long.
Tuesday, October 12, 2010
Photocopy madness!
We had a photocopier in the centre for the children to use, it was not working but they got to know the idea of how to photocopy books and pieces of paper.
One day one of the girls was reading a book and wanted to copy the photos so she was lifting up the lid and putting the book on the screen and making the pretend noises of what a photocopy machine makes. She was fiddling around for a while lifting the lid and talking to the machine and trying to photocopy the pages in the book.
I asked her if she would like to use the photocopier in the office, she jumped at the chance. So we headed into the office and she stood on a chair so she could reach, she placed the book on the machine, and I showed her what button to press and she pressed it.
She was so amazed she was jumping up and down looking around the machine and listening for all the sounds.
Then when the paper shot out the bottom, she jumped off the chair grabbed the paper and then ran off excitedly to show her friends.
She was so proud of her efforts.
She kept all of her work in her portfolio, and kept on going back to it and looking at it, she also would take her folder home to show her parents. I heard her saying to her mum, “can I make some more of these photos at home Mum??”. But unfortunately they did not have a photocopier at home, so her Mum then said, “But we don’t have one at home honey, but you can print some off the computer”.
This excited her, and also opened the door to using more technology, and having an interest in technology.
I thought it was good that she had such a great interest in the photocopier and how it worked. As it has made me more aware of the use of technology with children, and that children are at the age where they are curious about these things and the surrounding technology that their parents and most of the people around them are using. Thouvenelle, Borunda, and McDowell (1994) argue that in order to participate in this world, our children will need to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills.
There was also alot of questioning and communication throughout the process which enhanced social skills and knowledge. Tsantis (2003) discusses that in order for children to become confident and skilful with technology they need to experience trial and error learning, which I believe is important for all children, they should be given the opportunity to experience things on their own and I believe that trial and error is a good way to do this.
One day one of the girls was reading a book and wanted to copy the photos so she was lifting up the lid and putting the book on the screen and making the pretend noises of what a photocopy machine makes. She was fiddling around for a while lifting the lid and talking to the machine and trying to photocopy the pages in the book.
I asked her if she would like to use the photocopier in the office, she jumped at the chance. So we headed into the office and she stood on a chair so she could reach, she placed the book on the machine, and I showed her what button to press and she pressed it.
She was so amazed she was jumping up and down looking around the machine and listening for all the sounds.
Then when the paper shot out the bottom, she jumped off the chair grabbed the paper and then ran off excitedly to show her friends.
She was so proud of her efforts.
She kept all of her work in her portfolio, and kept on going back to it and looking at it, she also would take her folder home to show her parents. I heard her saying to her mum, “can I make some more of these photos at home Mum??”. But unfortunately they did not have a photocopier at home, so her Mum then said, “But we don’t have one at home honey, but you can print some off the computer”.
This excited her, and also opened the door to using more technology, and having an interest in technology.
I thought it was good that she had such a great interest in the photocopier and how it worked. As it has made me more aware of the use of technology with children, and that children are at the age where they are curious about these things and the surrounding technology that their parents and most of the people around them are using. Thouvenelle, Borunda, and McDowell (1994) argue that in order to participate in this world, our children will need to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills.
There was also alot of questioning and communication throughout the process which enhanced social skills and knowledge. Tsantis (2003) discusses that in order for children to become confident and skilful with technology they need to experience trial and error learning, which I believe is important for all children, they should be given the opportunity to experience things on their own and I believe that trial and error is a good way to do this.
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