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.
Hi Zabeen,
ReplyDeleteIt's amazing how technology can be linked to children's thinking of construction, building, making changes to their learning. This particular reflection signifies the 'process of technology' (Smorti, 1999) in that the child uses a thinking process, ( where to put the next peg ) a practical invention (making the changes) search for solutions ( if something dosent work, they change it ) Searching for solutions ( she kept trying and wouldn't give up until she was satisfied.) I really enjoy watching and observing children while they are problem solving and finding solutions to their own answers, just as you have during this reflection. You have suggested that you can extend on the child's learning by wood construction and mobilo, which i think is fantastic. Talay-Ongan states that "Technology-intergrated toys such as Lego, Mobilo, Robot kits, are great examples, which provide children with opportunities to plan and solve problems, and to improve thier technical and creative skills" (Talay-Ongan, 2005, p.226-227)so they would be great choices to extend from this experiece. Tu meke!
Hi Zabeen,
ReplyDeleteI really enjoyed reading your reflection and it was so simple and easy to understand and covers all the criteria of non digital technology well. In your learning experience the children were fully engaged and using their imaginative thinking. “Children develop the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning” (Ministry of Education, 1996, p. 84). You have also explained the technology process very well. Technology helps children to become confident and gives them the opportunities to solve the problems. Technology also encourages risk taking, divergent thinking and solutions to the problems. (Ministry of Education, 2007). This learning experience is good example of non digital technology. It was also good to see that the child was very interested and creative while playing and arranging the pegs. She set a goal for herself and did not give up and accomplish her master piece. Technology includes the investigation, use and also the development of material to achieve a desired result (Ministry of Education, 2007, p. 12).
Hi Zabeen,
ReplyDeleteAnother interesting reflection about children using colourful pegs to explore and solve their own problems. The good thing that I have noticed in your reflection is the good relationship between children in sharing and finding solutions to their problems together. Smorti, (1999) says that “knowledge, skills and resources are combined to find solution”, and he reminds that there may be more than one solution to a problem. In your reflection I noticed more children playing with pegs in different activities. More learning outcome gained by the children in playing this non technological product. Children gain their knowledge in practicing their colours. They can also use pegs for counting and create mathematical problems. Creating different patterns using coloured pegs extend children’s technological design questions in order find solutions to their problems (Fleer & Jane, 2011). Great Job, Zabeen!!
Hello, Zabeen,
ReplyDeleteI really enjoyed reading your third reflection on pegs and peg board. It was so simple and easy to understand. The children were fully engaged and used their thinking skills in this activity. “Children develop the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning “(Ministry of Education, 1996, p.84). From your reflection I have noticed that you have explained the technology process very well. Technology helps children to become confident, encourage risk-taking and solve problems (Ministry of Education, 2007). As I read through your reflection I could see that the child was really interested and was creative in arranging the pegs. There was also a good relationship between children in sharing and solving the problems together. Smorti (1999) says that knowledge is combined to find solution and he also says that there may be more than one solution to a problem. Children were also learning about colours and creating mathematical concepts as counting, shapes, sizes, etc. Ka Pai Zabeen.