“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:
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.
1999.
Yes, I agree with your opinion. Reflection on my own childhood, my mum didn’t allow me to use scissors, as she thought that scissors are sharp and dangerous. Until now, I did not have a good skill to use scissors. That is why I choose scissors to write a reflection too. I think that scissors as a good tool to enhance children’s physical development. Also, like you said that using scissors can help children’s social skills, such as communication. So I think that scissors should be used in the early years.
ReplyDeleteThat is an interesting topic about children use cello tape. I think that using this tool could help children to improve their creative and thinking skills, as they can put different shapes of paper together, and then they will get a pattern. Te Whariki states that teachers need to provide materials for children, so children can “discover and develop different ways to be creative and expressive (Ministry of Education, 1996, p.16).
I agree with what you mentioned the benefits about using cello-tape and scissors in your reflection. Cello-tape and scissors as non-digital technology were used every day in early childhood setting. Some children use right hand to cut and some use left hand to cut, they always have to work out how the scissors work. Scissors can help children to build up their confidence and make them competent when the scissors have been using and help the problem-solving; and cello-tape can assist children to stick different designs and therefore to promote children’s abilities to express their ideas and imagination by cutting and sticking things together, meanwhile, the communication skill is enhanced when children talking about their work and sharing ideas with others. It also contributes to the development of fine motor skill and eye-hand coordination skill, which has a long-term benefit in developing children’s writing skill in the future. Good on you Rui.
ReplyDeleteKia ora, Rui! The statement you used caught my eyes, 'technological practice takes place within, and is influenced by social contexts'. This reminded me that children may experience technologies like using scissors both in early childhood centres and at home. Therefore, to extend your reflection, technological practices may help children develop connecting links between early childhood education setting and home, or perhaps even parent's workplaces (Ministry of Education, 1996, p56).
ReplyDeleteI agree with you about technology contributing to the intellectual and practical development of students.Learning about technology is not just about learning to control one tool. It also fosters the development of problem-solving skills, eye-hand co-ordination, social communication skills. It is such an useful tool that children can learn to use through as simple as hands-on experiences.
Sharp thinking of linking eye-hand co-ordination with writing skill!
Kai pai, Rui!
Reference:
Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.
Thank you Rui. I really inspired by your reflection, I found it is so important for a teacher to set up a nutrient environment that meet with children’s needs and interests. You did really good analyze in your reflection. You explain the learning strategies in practicing use scissors in the centers. It’s really helpful. It’s clearly explained the meaning of technology learning in the early years. You made a point that “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”. I totally agree with you, the eye-hand co-ordination practicing can help with their finger-flexibility. We do everything by our hands, this kind of basic living skill.
ReplyDeleteThis experience reminded me of my experience at childhood. I practiced how to use a pair of chopsticks. I used the chopsticks to pick use the marbles (small and round ones). That’s really helpful experience of developing my motor skills and eye-hand co-ordination skills. Ka pai, Rui!