Reflection Two: Dancing to the Stereo
We have a small stereo in the centre and often throughout the day the children will ask for music to be played. For example, there is a group of about 3 girls for around 2 weeks have asked everyday for the Katy Perry CD to be played so they can practice their dancing. There is great excitement when the music comes on and the dancing begins.
The significance of this technology is that even though the
children don’t have access to the stereo at the centre most of the children
know how to use it, through the terminology they use such as, ‘press the open
button and put in the CD, now press play’. O’Hara (2004) explains the use of
the correct terminology surrounding and describing technology is important to
children learning with ICT (as cited in Bolstad, 2004). I believe using the
correct words associated with the technology is important to children
understanding its use and functions. Once they have the music playing the
children forget about the stereo and enjoy the task they set out to do, which
was practice their dance moves.
The children find the stereo a common place tool in everyday
life, as do most of us. We have a stereo in the car, on most of our phones and
most homes will have a music player of some sort.
The stereo is digital technology, made for our enjoyment to
listen to the radio, our favourite music and stories. When it comes to the
children using this technology it is really just a vehicle for them to enjoy
their experience; merely a tool for the desired outcome.
As the stereo is out of reach for the children, they to learn
to communicate in order to get the outcome they want. Communication skills are
important in our everyday lives, and learning how to ask for something they
need and asking appropriately is important for children to learn at an early
age. When the music is playing they are practising their dancing, so in turn
developing their movement, co-ordination, listening, social, motor, rhythmic skills,
spatial awareness, not to mention confidence – the list is endless. Just from
utilising the stereo resource the children are developing a wide variety of
skills. Bolstad (2004) emphasises how children should ‘learn about technology
as well as learning through technology’ (p. 28). In playing their favourite
music the children are learning through using the stereo.
I enjoy music and believe the children should learn an
appreciation for a variety of music at a young age. So being able to listen to
their favourite songs through the technology of the stereo when they want to, I
feel is essential to their enjoyment and as mentioned above the development of
a wide variety of skills. Te Whāriki
maintains within the Belonging strand that children will develop the ability to
play an active part in the running of the programme (Ministry of Education,
1996). In having the choice of a range of different music, empowers the
children to be in charge of their learning. Through reflection of this
observation of the children, I intend to play them not only their favourite
music, but when they haven’t directed the choice, more of a variety of music we
have at the centre and utilise the technology of the stereo more often, and to
broaden their appreciation.
Another reflection I also thought about was, am I comfortable
with the children accessing the stereo as the technology is so common place. Hatherley
(2009) discusses the pace that technology evolves, and how quickly new
technology becomes common place. The NZ Curriculum also states "Technology is never static. It is influenced by and in turn
impacts on the cultural, ethical, environmental, political,and economic conditions of the day" (Ministry of Education, 2007, p. 32). I had to ask myself the question; will new technology of today such as Ipads, smart boards, interactive tools, become the stereos of the future? As they will be so common place and easily accessed as the stereo is today. Which led me to ask the question, what technology will be around in the next 5 or so years??
impacts on the cultural, ethical, environmental, political,and economic conditions of the day" (Ministry of Education, 2007, p. 32). I had to ask myself the question; will new technology of today such as Ipads, smart boards, interactive tools, become the stereos of the future? As they will be so common place and easily accessed as the stereo is today. Which led me to ask the question, what technology will be around in the next 5 or so years??
References:
Bolstad, R.
(2004). The role and potential of ICT in
early childhood education. A review of New Zealand and international
literature. Wellington, New Zealand Council for Educational Research.
Google images (n.d). Children dancing. Retrieved
from
https://www.google.co.nz/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=673&q=children+dancing&oq=children+dancing&gs_l=img.1.0.0l10.1222.3838.0.9640.16.15.0.1.1.1.485.2299.6j5j3j0j1.15.0....0...1ac.1.25.img..6.10.771.mSw4-LHR6ZY
Hatherley,
A. (2009). ICT and the greatest technology: A teacher’s mind. Early Childhood Folio, 13, 7-11.
Ministry
of Edcuation. (2007). The New Zealand curriculum. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum
Ministry
of Education. (1996). Te Whāriki, he
whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum.
Wellington, New Zealand: Learning Media.
This is a great reflection; it shows how quickly children are able to learn how to use technology even without direct contact with it. I agree with you when you say that it is important to use the correct terminology associated with technology because children will be using the technology by themselves in the future (or they already are using the technology by themselves) so it is important to teach the children the correct language and functions of technology. I love how the children are able to express themselves through music and dance; it definitely enhances and develops a range of skills for children.
ReplyDeleteI also wonder how technology will evolve and how quickly it will and although I believe that it is important for children to experience the technology that they will be using in the future it is also important for children to see where technology has come from. To further enhance the children’s experience you could maybe introduce to the children the ipod (if it connects to your stereo) or maybe a cassette player so that the children can develop an understanding about how music has evolved.