Hyperlinks
for Technology
Reflection
1
Reflection
3
Tuesday, 28 August 2012
Friday, 24 August 2012
Reflection Three: Non-digital device: Pegs and peg board
20th
August ‘2012
Reflection
Three:
Non-
Digital device: Pegs and peg board
Today on the mat I have noticed S
was really keen to stack up the pegs on the peg board this morning. She began
by piling up pegs which is a non digital device one on top of the other. “Technology is an important learning area as children show
"capability in solving practical problems contributes to self confidence
and well-being" (Ministry of Education, 1998. p. 94). Once she crossed three pegs they tumbled down. S tried
again and again till she could balance four pegs. This achievement motivated
her to continue and she built up a tall tower of about eight pegs height. I
then noticed then S then moved back to examine it and counted aloud a few of
them when I asked her how many pegs she had balanced. S counted and told me
those eight pegs on the peg board. I was surprised that S knew the numbers up
to eight. S then called her friend M and showed her the balancing pegs on the
peg board. S also told M how she had been trying to balance this non digital
device for a long time and at last she did it.
I noticed that S was developing spatial understanding
every time she tried to balance the pegs on the peg board. She was initiating her own problem solving
skills by using the trial and error method. It is noticeable that this
small piece of technology helps people solve problems (Smorti, 1999). She didn't give
up and was constantly challenging herself till she finally reached her desired
outcome. Smorti (1999) simply define
technology as problem solving and or knowledge, skills and resources that
combined to find solution to a problem. In the centre I have often seen S working with the wooden and magnetic pegs
around building activities. I think introducing S to constructions with large
wooden blocks as well as mobilos and supporting her would be an extension to
enhance S mathematical thinking and interest. Fleer & Jane (2011) confirmed that technology is everything we
use around us for example, construction, clothing, tools, computers, etc.
References
Fleer, M., & Jane, B. (2011). Design
and technology for children. Frenchs Forest, Australia: Pearson Australia.
Ministry of Education, (1996). Te Whāriki: Hē whāriki mātauranga mō
nga
mokopuna o Aotearoa:
Early childhood curriculum. Wellington
Learning Media.
Ministry of
Education. (2007). The Early childhood curriculum. Wellington, New
Zealand: Learning Media.
Smorti,
S. (1999) Technology in early childhood. Early
Education, 1, 5-10.
Wednesday, 22 August 2012
Reflection Two: Digital device: Computers and printers.
12th
August ‘2012
Reflection
Two:
Digital
device: Computers and printers.
At
our centre children and teachers are working on readiness skills and early
literacy experiences at the four years and over. Computers offering are another
resource for helping children to develop language through the technology. According
to Campbell ( 2000) the most vitally , people who are responsible for the care
and language development of young
children are most likely to support interactions with the children
especially when those interactions are
mediated thorough the wonder of the child’s development language. It can provide and extend opportunities for
the children’s development such as, fine motor skills, problem-solving and
cognitive skills. Today I was the support teacher and was asked by me team
leader to support her in the transition of four year olds. I was so excited to
go because I enjoyed working with the children doing technology using the
digital device.
The
children lined as they were called out by my team leader that it was transition
time. This transition from centre to computer room is only for the four
children. I followed my team leader with
other children in the computer room. The children sat on their chairs and
waited the team leader to command. As soon as the team leader commanded, the
children switched on the computers by pressing the button.
My
team leader asked me to support and also encourage the children in opening the
words document. I went closer to one child who was struggling to go on the word
document. I approached the child and asked if I could help him. He was so
confident by himself that he asked me if I could only show him how to go ion
the word document of the computer. The child also asked me if I can saw him the
first few steps of going on the word document of the computer. I sat beside the child and showed him the
steps to be followed.
When I was
demonstrating the child I noticed that he was so focused that he did not
blinked his eyes. Technology practice is
where children observe others doing things in their practice and they try to do
the same things on their own (Ministry of Education, 2007, p.32). The child asked me if he could do it by
himself. I replied. “Yes, you can definitely.” I sat and watched as he went on the word
document on the computer by himself. I was amazed of how this child is so confident,
intelligent and problem solver. On his way he did some mistakes by then had
tried some other ways to get on the word document.
As everyone was on
the words page my team leader asked the children to write their name on the
computer. I noticed most of the children wrote the names using the key board
and two children had struggled so they were supported by us teachers. The
children went on size fonts, colours, underlining and bold the writing.
Technology is vital area of early childhood education and I consider the
teachers should scaffold the children’s learning in this technology area which
will broaden their knowledge and will develop their skills (Smorti, 1999).
The writing on this
computer as a digital device was really great. “Technology is invention by design: the use of
practical and intellectual resources to develop products and systems” (Ministry
of Education, 2007, p.32).
Most of the children knew the routine of using
this technology as a digital device. After that the children were asked to
print their names. I took one child at a time to the printer to print their
name. One of the child was so intelligent to operate and pressing the buttons
of the printer. Not only that but he also knew the steps how to go about
printing. I asked the child from where he learnt operating the printer. He
replied confidently, “my sister goes to the primary school and she had showed
me how to print and this is the same printer I have got at home.” Technology knowledge
develops children’s understandings of why and how things work in the
surrounding (Ministry of Education, 2007).
I was really proud of
the child and how enthusiastic he is in leaning and developing great skills of
technology about the digital device which are seen throughout the global
worldwide. I believe that computers are
advantageous for the children to use and they can learn about numeracy,
literacy, colours, games and matching. But also computers can
sometimes affect them by not
getting engaged with other children, keep the away from their loved ones their
According to the Ministry of Education “Children gain experience in
using communication technologies such as crayons, paint brushes, pencils,
calculators, books and computers” (p.97).
Campbell,
R. (2000). Language acquisition development and learning. In R. Campbell, &
D. Green (eds), Literacies and learners:
Current perspectives (pp.77-89). NSW, Australia, Prentice Hall
Ministry of Education, (1996). Te
Whāriki: Hē whāriki mātauranga mō nga
mokopuna o Aotearoa:
Early childhood curriculum. Wellington
Learning Media.
Ministry of
Education. (2007). The Early childhood curriculum. Wellington, New
Zealand: Learning Media.
Smorti,
S. (1999) Technology in early childhood. Early
Education, 1, 5-10.
Saturday, 18 August 2012
10th
August ‘2012
Reflection on photography
Digital device: Camera
Technology
is serving and solving problems and is also a creative and focused activity
aimed at meeting needs and opportunities through the growth, development of
products, systems or the surroundings (Smorti,1999).
In my centre
children had showed an interest of using camera. This afternoon I was the
outside teacher. I had some children on the mat with some musical instruments.
I looked around for the support teacher to take a photo of the children playing
musical instrument and singing the “paki paki song”. I asked J one of the four
year old if she has seen the support teacher. J replied, “No, teacher I have
not seen her.” I asked J if she could help me to take some photos of the
toddlers using the musical instrument and sing the “paki paki” song. J with no
hesitation replied excitedly,” yes I can take the photos.” As soon as I put on
the music the children who were involved with other engaged activities, left the
things they are doing and ran straight to the mat and joined the music and
dance, clapped using the musical instrument. “Exploring music uses physical
skills which involves feelings and social relationships, and enhances cognitive
development by opening up the opportunities for problem solving skill”
(Gonzalez-Mena, 2008, p.429).
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As the
children were having the music and movement time I asked J If she could now
take the photos of the children on the mat. I showed J how to use the camera of
she had to take a photo. Children experience the environment and develop
responsive and reciprocal relationship in turn-taking and sharing, through
communication (Ministry of Education, 1996). As I was showing her the steps of
using the camera, J told me that the camera looks like a telescope where you
have to see though a small visible, clear glass. I replied, J you are actually
right, but can please take the photos of the children dancing on the “ paki
paki song”. J was so excited to take the photos when I gave her the opportunity
of photographing. Then I went back and joined the children. As I was involved
with the children during the music time I noticed that J was finding it
difficulties in press the flash button. I asked one of the teachers who came
from their lunch break if she could support me for the mat time. My mat time
was taken over by another teacher. I really appreciated the way I was supported
by the staff.
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After that I
asked J “what had happen” “why she could not take the photos?” J told me that
she found it really hard to press the button. I encouraged J that she can do
it. I saw a toddler’s pop- up animal toy on the floor. I asked J if she could
show me how to press hard to see the pop- up animals. At first J tried to press
the pop up animal but could not do it. In the next try I supported J with the
words such as “yes! You have got strong muscles and are nearly four that you
can do it. “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). As soon I said
that I saw J jumped with excitement “Look! I did it”. J smiled and gave me a
hug. I told J this is the way you have to press the camera’s button. J replied,
now I can do it. So I asked J if she could take a photo of the children on the
mat dancing. Te Whāriki states “children experience an environment where
they are encourages they are encouraged to learn with and alongside others” (Ministry
of Education, 1996, p.70). “Children experience an environment where they are
kept safe from harm (Ministry of Education, 1996, p.52).
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“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).
I noticed that this time J was so confident in pressing the button of the
camera that she did not seek help from any of the teachers. Later in the day I
saw J was bubbling away with my camera and doing some beautiful photography.
We
live in a rich a visually rich environment and children in particular are
surrounded by pictures everywhere! In picture books, photo album, adverts,
television programmes, every aspect of learning about our world and about life
involves pictures.
Photographing
provides children with the opportunities to take their own photos allows them
to control their environment and encourages them to think about their
surroundings and how best to visually communicate their experiences. This also
helps us teachers to discover the images, people, and space that are meaningful
to the children.
At
the end of the day J was really proud to show me all the photos taken by her. I
was amazed to see the beautiful photos taken by J because the photos were only
the pictures of different kinds of plants and at my home centre. I believe
children should be given opportunities to explore and learn about the digital
device such as cameras which are used in our daily lives of the educators in the
early childhood setting.
Referencing
Gonzalez-Mena, J. (2008). Foundations
of early childhood education: Teaching children in a diverse society (3rd
ed.). Boston, United States of America: McGraw Hill.
Isenberg, J. P., & Jalongo,
M. R. (2006). Understanding children’s creative thought and expression. In Creative thinking and
arts- based learning: Preschool through fourth grade (4th ed.). Upper Saddle
River, NJ: Pearson Merrill Prentice Hall.
MacNaughton, G., &
Williams, G. (2009). Techniques for teaching young children: Choices in
theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia:
Pearson Prentice Hall
Ministry of Education, (1996). Te Whāriki: Hē whāriki
mātauranga mō nga
mokopuna o Aotearoa: Early
childhood curriculum. Wellington:
Learning
Media.
Smorti, S.
(1999) Technology in early childhood. Early Education, 1, 5-10.
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