Reflection

I have had an eye opening experience with the children and upon myself as well. Be honest, I would have never thought that technology was more than computers or cameras and although I’m quite fluent with these technologies. I really didn’t think that the materials we used every day with the children were an area of technology. In my mind again I always just thought of technology as TV, or computers or cameras. I didn’t think there was much non-digital technology around centre and I have access to as well as children. My previous knowledge on technology wasn’t that much.

Since I started setting up the blog and doing reflection, I realized that technology is everywhere. I found out that blog is a valuable platform for us to share ideas and knowledge; have the opportunities to communicate each other. Although I was aware of blog before yet I still need to explore in posting a new blog or a comment.

I have gained some knowledge from other students’ comments they made very meaningful ideas and suggestions on my reflections that I could take them on board for my practice in the centre. I have also learned wide learning experiences in using technologies with children, such as using glue gun with children I think it is a very good learning experience to present the significances of children using non-digital technologies. The children could use this technology to solve problems as they need to stick the objects together to create a design. Smorti (1999) states “technology is about helping people and solving problems” (p.5). I was gaining so much from all the people around me and I was able to contribute my suggestions and ideas to others. Having the different perspectives helped a lot with experimenting with different ideas and getting feedback to know I’m doing things right.

“Technology is a creative, purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills, and resources are combined to help solve practical problems. Technological practice takes place within, and is influenced by, social contexts” (Ministry of Education, 2007, p. 6).

Therefore, as a teacher need to take account of the significance and use of technology on children’s learning and development. I believe that children use variety technology could help their physical, emotional, social skills. In terms of physical development, children could operate and manipulate with hands on experience; children could develop a sense of satisfaction and emotional well-being by figuring out how to use the glue gun or completing an educational game; and children would be developing social skill by working together on a project and talking about what they have done.

In addition, the co-constructing takes place in many occasions where they could construct their knowledge to solve the problems. Technology involves thinking about processes, successful products, practical invention, designs, searchers for solutions, research for practical purposes and study of how things might be (Fisher & Gravey, 1991 as cited in Smorti, 1991, p. 7).

With using technology, children are more likely to develop their creative skill and imagination as they would create an object or a craft by using the technologies such as scissors, glue gun. Te Whāriki (MOE, 1996, p. 88) states “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them.”

Regarding to the usage of computer and TV, we need to use it wisely with children, because it might have adverse effect on children’s leaning such as the inappropriate behaviour and language from the computer that children would copy from. However, as early childhood teacher needs to ensure children to gain the maximum learning and development through different technologies by guiding and assisting them. We also need to follow children’s interests and needs. Helm & Katz (2001, p. 4) states “It is only when children are curious, absorbed, and interested in a topic that the benefits of projects are realized.”

Children are encouraged to explore all area of technologies in the centre either digital technology such as computer, camera or non-digital technology such as glue gun, scissors etc and encouraged to talk about their theories of solving the problems. As Te Whaariki (1996, p.44) says “children are developing more elaborate and useful working theories about themselves and about the people, places, and things in their lives. 

Reference:

Helm, J., & Katz, L. (2001). Young investigator: The project approach in the early years. New York: Teaches College Press.

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). New Zealand Curriculum. Wellington: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education, no. 19 Autumn1999.

Hyperlinks to comments

Hyperlinks to comments

Comments on Suzy’s blog

TV in classroom  

Using scissors in the classroom   

Computer use in early years

Comments on Carrie’s blog

Playdough with children  

Computer with children in our preschool  

Brush painting  

Comments on Caroline’s blog

Children on computer

Glue gun crafts

Comments on Tracy’s blog

Experience cooking   

How to transfer water into sandpit

Comments on Sunnis’ blog

Screen painting

Technologies in cooking

Reference for the comments

Brownlee, P. (2007). Magic Places: the adults’ guide to young children’s creative art work. Auckland, New Zealand: NZ Playcentre Federation.

Dodge, D.T., & Colker, L.J. (1992). The Creative Curriculum For Early Childhood (3^rd ed). Washington, DC: Teaching Strategies. Inc

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Reflection Three-Explore with hot glue gun

In my home centre, children are able to use a variety of technologies for different purposes as they explore the environment. Children have opportunities to explore and discuss how things change and how they can be changed. For example, children have access to equipment, such as egg beaters, an oven or glue gun to help them understand these concepts. Te Whariki (1996) states that the early childhood programme and environment are organized to enable children to initiate purposeful problem solving activities, to devise problems of their own and to solve them to their own satisfaction using a variety of materials and equipment.

Technology that the children are interested in using hot glue gun, they like to stick the different types of materials to create authentic creations and this type of technology is viewed as materials technology (Smorti, 1999). This is where the children investigate, use and develop using different materials to achieve a desired result. Furthermore this materials technology contributes too many other technological areas such as Structures and communication (Ministry of Education, 1995). I believe that with using hot glue gun, children could gain more benefits. As Helm & Katz (2001, p. 4) “It is only when children are curious, absorbed, and interested in a topic that the benefits of projects are realized.”

Thus making objects with hot glue gun is not just materials technology but structures as well because the children would make a simple structure like open and closed card. Hence this leads to communications technology because during using this technology, the children would talk to each other about what they have made and what they have made for. Smorti (1999) states “technology is about helping people and solving problems” (p.5).

Children also develop their social skill, as I could see that children help each other with using the hot glue gun. They can help each other to acknowledge that when and how to know that the glue gun is hot and where to put the glue stick. They could share their ideas as well. Te Whāriki (1996, p. 94) says “working together helps children develop confidence in their ability to develop relationships with others.”

With using the technology of hot glue gun, I believe children can develop their co-constructing learning approach as the children will take turn to control the glue gun or hold on the materials; and co-construct the knowledge of using the glue gun.  Somerset (1975) says that children are prepared for learning, they are interested in constructing their own learning and they are negotiators; and it allows children to build their ideas and develop theories of their own. I believe that children’s social competence would be developed as they interact each other, share the tools and wait for turns (Ministry of Education, 2007).

For my understanding, I think that children are able to apply their knowledge about hot glue gun and their skills to use glue gun in practical ways. They could link their creations to the world and community as the children are able to provide explanations of their working theories and talk about why they thought they want something in a particular way. As Te Whaariki (1996, p.44) says “children are developing more elaborate and useful working theories about themselves and about the people, places, and things in their lives.”

Reference list:

Google Image. (2012). Image of children using hot glue gun. Retrieved from:

  http://www.google.com.hk/search?q=children%20using%20glue%20gun&opt-webpage=on&client=aff-   360daohang&hl=zh-CN&newwindow=1&um=1&ie=UTF-        8&tbm=isch&source=og&sa=N&tab=wi&ei=vfdqT4WiEdGZiAfPo7zfBQ&biw=1026&bih=555&sei=wPdqT4GRPNOjiQfNpqDzBQ

Helm, J., & Katz, L. (2001). Young investigator: The project approach in the early years. New York: Teaches College Press.

Ministry of Education. (1995). Technology in the New Zealand curriculum.
Wellington, New Zealand: Learning Media.

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). New Zealand Curriculum. Wellington: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education, no. 19 Autumn 1999.

Somersest, G. L. (1975). Work and Play: In a Pre-school Play Group. Auckland: New Zealand Playcentre Federation

Reflection two-Computer in the centre

Nowadays, many children have access to and familiar with the computers. The computer seems as a significant technology in the early childhood settings. In my centre, the computers are provided for each room. Children are keen on using the computers. The children are very interested in playing educational game and watch cartoon movie. Computers can provide highly effective learning opportunities for children.

Computers foster social interactions and relationships because children turn to each other for help and advise rather than adults (Wartella & Jennings, 2000). Computers can facilitate social interaction, co-operation, friendship formations and constructive group play” (Wartella & Jennings, 2000).

I think the computer is an important education medium for children to access to. As Te Whāriki (1996, p. 88) states “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them.” If we as educators learn ourselves about the importance of technology and how it is used then we can actually realise the learning that takes place with computers.

In my opinion, children using computer could help them social-emotional development. As the children work cooperatively with others, take responsibility for their own work. Te Whariki (1996) states that growing experience in solving problems together develops children’s understanding of how technologies can help them and others.

The technology of computer helps children’s cognitive development, as the children could identify the colours, shapes, and sizes; sorts the objects; gain early reading skill by playing the educational games. Also the children’s physical skill would be developed such as fine motor skill, eye-hand coordination by using the keyboard and clicking the mouse.

Children are more likely to discuss, solve problems and have fun together while they use the computer in an appropriate way. Therefore, it would be meaningful for children when they develop different strategies while learning to handle the compute (Alexandersson, Linderoth & Lindo, 2001). For me, as a teacher needs to take more responsibilities on stimulating children’s exploration and experimentation with computer in order to help children ‘s learning and development using technologies.

Children are able to experience the technology as a communication tool that gives them motivation to explore and learn in order to become good communicators. Therefore, Communication technology would come through because the children have something that they want to show and share with their peers, staff and family while using the computers. Te Whāriki (1996) says that children gain experience in using communication technology such as crayons, paintbrushes, pencils, calculators, books and computers” (p. 97).

On the other hand, if the children spend too long in front of the computer may be missing out other development experience. In my opinion, if the children use computer only for games that they would not get quality education from it. Therefore how to assist children using computer in an appropriate way has to be considered by the teachers. Children will be more likely to benefit from computer play when teachers set learning objectives that is interesting to the children (Dodge and Colker, 1982).

The technologies that benefit young children the greatest are those that are interactive and allow the children to develop their curiosity, problem solving and independent thinking skills. Children learn practical skills as they develop models, products, and systems (Ministry of Education, 2007). I think the key to making technologies significance for children is to make sure that we help children to enhance their social interactions effectively and their view of the world.

Reference list:

Alexandersson, M., Linderoth, J., & Lindo, R. (2001). Bland barn och datorer.Among children and computers. Lund: Studentlitteratur.

Dodge, D.T., & Colker, L.J. (1992). The Creative Curriculum For Early Childhood        (3^rd ed). Washington, DC: Teaching Strategies. Inc.

Google Image (2012). Image of children using computer. Retrieved from:

http://www.google.co.nz/search?tbm=isch&hl=en&source=hp&biw=1008&bih=665&gbv=2&oq=tv+for+children+&aq=f&aqi=g-S1&gs_sm=3&gs_upl=2938l6470l0l7385l16l16l0l0l0l0l232l1933l9.3.4l16l0&gs_l=img.3..0i24.2938l6470l0l7386l16l16l0l0l0l0l232l1933l9j3j4l16l0.frgbld.&q=tv%20for%20children

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). New Zealand Curriculum. Wellington: Learning Media.

Wartella, E. A & Jennings, N. (2000). Children and Computers: New Technology- Old Concerns. The Future of Children, 10 (2).

Reflection one-Children using cello tape and scissors

 “Technology is a creative, purposeful activity aimed at meeting needs and opportunities through  the development of products, systems, or environments. Knowledge, skills, and resources are combined to help solve practical problems” (Ministry of Education, 1996).

Technology is everywhere. Children could experience a wide variety of materials and technology used in creative and expressive arts. In my centre, this can be seen through the use of scissors, sticky tape, glue and cello tape. Therefore, children develop “familiarity with the properties and character of such materials and technology. Technological practice takes place within, and is influenced by social contexts” (Ministry of Education, 1995, p. 6).

From my observation, I have noticed that children are interested in exploring cello tapes, glue and scissors. The children are really keen on cutting the papers, using cello tape to stick the paper together to make different designs. “Technology education is a planned process designed to develop students’ competence and confidence in understanding and using existing technologies and in creating solutions to technological problems. It contributes to the intellectual and practical development of students, as individuals and as informed members of a technological society” (Ministry of Education, 2007).

I think that children are able to work through problem solving issues which interest them, like finding the cello or masking tape end, cutting of the tape. Children experience a wide variety of the materials and technology used in the creative and expressive arts such as scissors, sticky tape and glue (Ministry of Education, 1996).

Based on my experience, by cutting the papers with scissors could help children develop their fine motor control and eye-hand coordination skills which are essential in developing their writing skill. Children also work out the way of holding the scissors which could develop children’s thinking skill with their own theory (Ministry of Education, 1996). Te Whariki (1996) states “Children are involved in technology by creating, evaluating ideas to improve or modify technology in relation to needs and opportunities’’. Children also develop their ability to express ideas and imaginations, as they would utilize scissors and cello tape to make anything that comes up from their mind such as birthday card. Te Whāriki (Ministry of Education, 1996, p. 88) states “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them.”

Communication would take place at all times as they talk amongst themselves, with their peers, with the teachers. They explain about what they have made. The teachers would ask them open ended questions in order for more in-depth discussion about how they may have made it and the process they may have gone through (MacNaughton & Williams, 2004). Children’s social skill would be developed by sharing the tools and turn taking.

Children could gain confidence in making decisions about how they are going to use the cello tape, glue, scissors and they work on their own. By using those technology/tools, children are more likely to provoke their thinking skill and creative skill to make their own design. They will be participating successfully and at their own level of ability, as these technologies are very interesting to them.

This technological experience (Smorti, 1999) in which children contribute their own special strengths and interests; learn useful and appropriate ways to find out what they want to know and also understand their own individual ways of learning and being creative (Ministry of Education, 1996). I believe that children can explore freely and experiment with a range of media (such as masking tape cello tape, glue), to create, and to gain control over the tools and techniques.

Reference list:

Google Image. (2012). Image of children playing with scissors. Retrieved from:

  http://www.google.co.nz/search?   

source=ig&hl=en&rlz=1G1LENP_ENNZ473&=&q=scissors+for+children+

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory

  and  practice (2nd ed.). Melbourne: Addison Wesley Longman.

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki  

    mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). New Zealand Curriculum. Wellington: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education, no. 19 Autumn
    1999.