Final Reflection

Final Reflection: 01/09/13

After reading the feedback from my group on my reflections, there is a few common themes that have presented itself in the learning and development the children are experiencing with technology in my centre.

Overall the feedback was on how the children are making connections between the centre, home and their wider environment through the use of technology. The significance of the children learning through this technology is they are bringing their previous experiences and the knowledge they have learnt into the centre and sharing this with their peers. They are doing this through role playing, and by playing out the roles and experiences they have observed they are making sense of it all. As MacNaughton and Williams (2009) state children’s “capacity to imitate behaviours is fundamental to learning through modelling” (p. 130). It is through role playing where children are learning the correct and appropriate behaviours that their environment value. 

Racheal commented on how the children are using and playing with technology that is common place in our daily lives and the future lives of the children. Therefore preparing children for use of this technology through play will give them prior knowledge of the technology meaning the children are not so ‘fearful’ of the new and undiscovered in the future. As Te Whāriki he whāriki mātauranga mō ngā Mokopuna o Aotearoa state within the exploration strand, children will develop confidence in choosing and using different resources for discovering and learning (Ministry of Education, 1996). This extends to discovering and becoming competent with technology and its wide variety of functions.

In all the feedback a collective learning experience presented itself with extending children’s learning and development with technology through the use of ‘real’ technology. In two of my reflections the children were role playing with technology equipment. For example in one reflection the children are in their ‘office’ with unconnected computer keyboards, the mouse, phones and cameras. To extend on the learning of this office the children should have the opportunity to use and discover with the real thing. As Bolstad (2004) states ICT is already influencing and surrounding children’s everyday lives. Therefore they need to learn alongside technology. Such as taking photos on the real camera, and learning how to connect the camera to the computer and print out their photos. This, as one feedback stated this will give the children’s role playing a deeper meaning and support them in their learning and developing through the use of technology. I am keen to explore this with the children at my centre, so much so that I am basing my research report on the use of ICT with the children.

Natalie commented on how I reflected on the tuakana/ teina concept of learning with the children. As she stated not only is this concept supporting the bi-cultural nature of the curriculum, the children are teaching each other from their prior knowledge. This is giving the children a sense of belonging and contribution to their own learning and that of others (Ministry of Education, 1996) They are also practising their social skills and building and maintaining relationships through learning from each other. I was really inspired by one comment she made in that ‘it does not and should not always be the adult’ when it comes to children’s learning. This is so true, as the children have so much to learn from each other and often the children know more about technology than the adults around them. This is very significant for me in my professional philosophy as I value the tuakana/ teina concept of learning and encourage the children to learn from and teach their peers as this is so empowering for the children.

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.

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, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.