Reflection Three: 23/08/13

Reflection Three: Our office

Two boys and one girl are sitting around a table, each has a computer keyboard, mouse, and a phone in front of them, there is also a camera on the table. D says to the others, “I’ll do the typing on the computer and you answer the phone S”. “I’m gunna put the photos onto the computer”, says DM. “Yeah, then we can print them out aye”, says D. DM picked up the camera and pushed the button, and opened the side part and pretended to hook it into the front of the keyboard. D sat typing on the keyboard, while talking to S about the phone calls they were getting. The children sat working alongside each other, and commenting all the time on what they were doing. 

Computers, cameras and certainly phones and mobile phones are now common place in most homes in New Zealand. The significance of children role playing using the computer equipment at the centre, and pretending to hook the camera into the computer, means they obviously have some prior knowledge of the functions and uses of the technology they have been exposed to. In enabling the children to ‘practice’ and experience using the technology, I feel we can encourage an early start to learning with a resource that is now essential to our daily lives. As Hatherley (2009) maintains as educators we now rely on digital technologies for documenting children’s learning and development, though photos and leaning stories etc. The children should also have the opportunity to learn alongside the technology that is now common place in all our daily lives.

As play is vital for our children’s development of social, emotional, cognitive and motor skills, and when used to its full potential information and communication technology can enhance children’s development in all these areas (Bolstad, 2004). When the children are playing in their ‘office space’, they are learning through role playing and understanding what they have seen within and outside of the centre, on television, at parent’s and families work and office areas and at home in general. They are socialising with one another, and developing their motor and cognitive skills by making sense of what they have observed previously, and recalling on that knowledge. As Te Whāriki maintains children have a vast amount of knowledge they bring into the centre environment, and being able to share this knowledge with others is important for empowering children (Ministry of Edcuation, 1996).

On reflection of this experience and through further reading I have realised the need for myself as a teacher to encourage this type of role playing, as computers are a way of life and the earlier a child can understand the functionality and uses of this technology, the easier it is for them to learn. The New Zealand Curriculum conveys the need for children to learn with and gain knowledge of technology to be able to access and contribute to a technology driven society (Ministry of Education, 2007). When children have some knowledge of computer technology they will find its uses not so uncommon for when they get to primary school where most classes will have a computer for the children to use. It is now a reality that nearly every job or career children will head into in the future will require the use of a computer or similar technology. I feel if we can give children the opportunity to be aware and have some understanding of technology, they will be more relaxed in future learning.

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.

Hatherley, A. (2009). ICT and the greatest technology: A teacher’s mind. Early Childhood Folio, 13, 7-11.

Google Images. (n.d.) Children using computers. Retrieved from http://www.google.co.nz/imgres?hl=en&biw=1280&bih=673&tbm=isch&tbnid=aZCg89c84B7_QM:&imgrefurl=http://prekandksharing.blogspot.com/2012/09/repurpose-old-technology.html&docid=3AFe2YBtPI8_OM&imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbWDCQZmSQs0PiwhgXDeB7wmiqHEcKb8SG7hlCwWdOsqoMnmUvq_xZZPvydkQ60GbJDR9flqdCdJg2NTLvuskxqpPR0x_KS5XPv7rh6hqdtmmUpjj9Sq7HgyctGXROzDkRHIuqPq0SMHW6/s200/100_3942_2.JPG&w=1600&h=936&ei=Z8cbUvP1Lc7ikgXl9oGgBA&zoom=1&ved=1t:3588,r:33,s:0,i:183&iact=rc&page=2&tbnh=172&tbnw=294&start=14&ndsp=20&tx=162&ty=103

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.

Reflection Two: 16/08/13

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??

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.

 

Reflection One: 12/08/13

Reflection One: The Carpentry Table

 

Two 2 year old boys side by side at the carpentry table were working together. One boy was using the vice and saw, and the other was hammering in a nail. They were having a discussion with one another about how busy they were, and how to go about their mahi. “We really busy aye L”, “Yeah, you hammering and I got the saw” “We builders aye C”, “Yup!” “L, you got to hold the saw like this, watch out for the stuff in your eyes”. “What stuff?” “The stuff that comes off the saw, when you put it through the wood”. The boys were focused on their task they had set themselves, and were fully immersed in their role playing, and had dressed in their workers gear.

 

With the world becoming more and more digital, it is easy to forget about the tried and tested technology that we take for granted but couldn’t live without. Smorti (1999) discuss how technology has changed the world we live in, and how we need to expand our understanding and awareness of this technology. The hammer and saw is technology that is used in everyday life, for example the houses we live in and furniture we use everyday would not be here if it wasn’t for the hammer and saw.

When the children are role playing and learning how to use the hammer and saw they are using technology that makes our lives easier and more comfortable. The exploration strand within Te Whāriki he whāriki mātauranga mō ngā Mokopuna o Aotearoa express within the belonging strand of the curriculum that children will develop an awareness of the connections they experience within and outside of the centre (Ministry of Education, 1996). With role playing in everyday situations they have witnessed in the world outside the centre, they are experiencing and making sense of what could potentially be a career, or practicing with tools and technology they will most likely use in the future. In using this technology they are also developing valuable life skills, in working together, relating to experiences in the world outside of the centre, building relationships, turn- taking, and helping one another. The exploration strand within Te Whāriki express how children take responsibility for their own learning, and the boys set their own tasks and expectations of themselves with using the tools (Ministry of Education, 1996). This follows the tuakana/ teina principle of children taking responsibility for their own learning from each other and passing on their own knowledge to their peers. Māori believe through tuakana/ teina and ako, a child will develop strong connections and strengthen the notion of whanaungatanga, relationships (Whaiti, McCarthy & Durie, 1997).

On reflection of this interaction I have come to the realisation that technology is all around us, and new learning is not only for digital technology. In observing the children it made me realise that as well as technology helping to make life easier, it is the learning children develop from technology. Smorti (1999) explain technology with the definition ‘technology is about helping people and solving problems’ (p. 5). The children worked together and helped each other to make the tools work better. With how digital the world is becoming, low level technology such as the hammer and saw is just as important in children’s learning as digital technology.

References:

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education. 1, 5-10.

Whaiti, T. P., McCarthy, M. & Durie, A. (1997). Mai I rangiatea Maori wellbeing and development. Auckland, New Zealand: Auckland University Press with Bridget Williams Books.