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.
Kia ora Zabeen,
ReplyDeleteYour second reflection about computers and printers is well written. It is great to see how computers and printers are the important part of children’s life and as well as early childhood setting. It is also good to know in your reflection that you are teaching ICT skills as a part of your school readiness program in your home centre and make the children familiar to the routines of the school. This learning experience will also help also helps children in making their transition smooth to the school. The routines explore some ways of the transition and make it easier for the children to move from one place to another (Gonzalez-Mena, 2008). Your reflection is really a great help for me. Good links to literature to support your views. This learning experience also helped children to identify and explore the opportunities which help them to meet the technological needs. Children also felt empowered to contribute in ICT (Ministry of Education, 2007). You also valued children’s learning like you have given children the opportunity to use the printer. “Children develop the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning” (Ministry of Education, 1996, p.84). Great job. Ka pai…
Tena Koe Zabeen,
ReplyDeleteGood reflection on computer's and their use by children in your centre. Computer's are soon becoming common in early childhood centre's and I appreciate the comment made by Arthur, Beecher, Dockett, Farmer & Fleur (2008) in that 'most children are experiencing a range of technologies as part of everyday life' ( Arthur, Beecher, Dockett, et al 2008, p.12. This concludes that children are becoming more exposed to technology devices, and start to develop early knowledge about the different devices such as ipods, cell phones, computers, gaming devices etc. This knowledge can also be transferred to one sibling to the next, Vygotsky's socialcultural theory (1978) in action. He theorised that children learn concepts and practices as they observe and participate in their everyday lives of their families and communities ( Arthur,Beecher,Dockett, et al 2008). I could relate this to you mentioning that the child's sister showed him how to work the printer and they had same printer at home. This shares the veiw that 'children are competent users of technology, active agents in thier own learning and very aware of the world beyond thier family'. ( Arthur,Beecher,Dockett, et al 2008,p13 ) Overall 'Te Whariki' recognises technology as being an essential learning area an that children should gain experience in using technologies such as computers. (Ministry of Education,1996)
Hi Zabeen,
ReplyDeleteIt is so great to see that most children in your centre can access in using computers and printer. In my centre, children do not access in using computers, the only computers they have are the dead ones. They play around with it and punching the keyboards while having their pretend plays. Another important of computers as digital technology in early childhood centres and I believe most centres are using it now is to create facebook pages or blogs online. They load pictures of children’s activities and learning and they add or invited parents with facebook accounts to comment or add feedbacks. Whoever parent who don’t want their children’s picture on will excluded. I believe these strategies are the good opportunity for educators and families to collaborate and exchange information, sharing insights and making joint decisions online (Arthur, Beecher, Death, Dockett & Farmer, 1993). In this case, it will bring less work to teachers in writing and preparing each child’s folder or portfolio because it can all send online to their parents to read and give comments straight away online. Ka pai Zabeen!!
Kia ora Zabeen,
ReplyDeleteA great reflection on computers and printers. It is good to see how computers and printers are important in child’s life and in early childhood centres. It was great to know that you are teaching ICT skills in your centre where children can become more familiar with the school routines. It will also help children in transitioning to school. Routines make it easier for children to move from one place to another (Gonzalez-Mena, 2005). From your reflection I could see that children are starting to develop early knowledge about different devices such as IPods, cell phones, computer games etc. Vygotsky’s socio-cultural theory states that children learn best when they observe and participate in their everyday lives of their families and communities (Arthur, Beecher, Dockett, et al 2005). Zabeen, you had good links to literature to support your discussions. In your reflection I have seen that children were given chance to use the printer. “Children develop the knowledge to try things out, explore and valued ways of learning (Ministry of Education, 1996). Great work done. Tumeke Zabeen.