Reflection

I have found blogspot a very interesting tool to communicate with others.  Before I started this assignment I was feeling very nervous and scared because of the lack of confidence I had about technology. But as I pursued the assignment with positive thoughts I found the whole blogspot is so awesome.  I enjoyed reading peoples comments and especially reading about the interesting things they did with their children in centres around technology.  I have learnt alot from others and especially  with myself within this assignment.  I very confident and have no troubles introducing blogs to others.

I now know how important technology is in Early Childhood Centres. I have noticed during this assignment how much technology their is in centres.  I have observed that technology is within all learning spaces provided by the educators.  The contribution that educators have towards technology in the programmes are very vital and that educators need to up skill at all times so they keep in touch with the wider world and what the world is offering to children. I believe as an educator it is me role to encourage children in the centre to use new and familiar tools and equipment, provide children with the opportunities to explore and make sense of the unknown and support children to develop an understanding of how technology has a major impact on everyday life.

The comments that I have received from my peers are positive and very encouraging. The positive comments has boosted the confidence within myself to continue to support children in technology.  The comments has encouraged me to continue to provide children with extension to their knowledge about other ways in using technology. The significant use of technology is very important and as educators being the first teachers in a school environment I believe children should be given the opportunity to develop skills that will lead them into a higher level of understanding technology.

Through this assignment I have gained so much knowledge on everyday technology that I did not notice.  I am able to identify technology in children's play and development.  Now I observe more in depth with children and give them the chance to problem solve using the trail and error method to build their "understanding of people, places, events and things" (Ministry of Education, 1996, p.21). I believe that if we as educators are aware of the technology in the wider community and continue to upskill ourselves we will be able to cater for the children's needs through their interest in technology. "There is an increasing awareness of the technological world that we live in: a world that people have created and changed through technology" (1999, p.1).

Therefore this assignment has opened my eyes to how much high advanced technology surrounds me.  It has guided me to re-look at my practise and to refocus my thinking as an educator. I acknowledge that I am still learning about technology and developing ways to absorb what is around me on technology.  I know how much technology changes and I personally feel that I will continue to change my way of thinking and practise as I journey on with children to explore technology in Early Childhood environments.



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"Computer and laptop fun"

During this month my colleague and I have been encouraging the use of the technology in the classroom.  The class has one computer to 12 children, so we find it really hard to cater for the children in this learning space especially when they all want a turn. As we brainstormed ways and strategies in dealing with the situation one child approached us with an idea, which was to have a laptop in class as well.  We were amazed with this child's idea that we decided to build on it and provide the children with the opportunity to also use a laptop in class.

"D" is a child that enjoys to explore different learning spaces so when we brought the laptop in the classroom he was very eager to have a turn.  With his eagerness we gave him the chance to explore the laptop first.  In the previous weeks I have observed "D" on the computer.  During my observation of "D" on the computer I could see how much confidence he had, he knew where the delete button was, he knew where the space bar was and knew how to direct the cursor into the right place.  With that confidence and interest he was able to have peers sit alongside him and he would show them how to use the computer. Smorti (1999) says "technology is about helping people solve problems" (p.1).

I believe with "D" interest with the computer has led him to be really eager to use the laptop.  Before we provided "D" with the laptop we had a mat time where my colleague and I discussed the use of the laptop and the rules that come with using the laptop.  Some children had no idea what a laptop was and the children that knew what a laptop was were able to explain what a laptop is all about to the peers that had no idea.

With the discussion finished "D" sat down on the laptop and started to move the cursor around on the desktop.  I could see that the way he was moving the cursor he was looking for something, this is when I decided to intervene and ask if he would like some help.  "D" explained to me that at his house he uses the laptop if his mum is busy on the computer.  He carried on to say that on his laptop his mum opens up a programme where he can draw and paint pictures.  With "D" explanation I was able to open the same programme for him so he can draw and paint.  As I observed "D" in this programme he was so involved in what he was doing. The concentration and the focus he had was so obvious through his facial expression. 

As I continued to observe "D" I noticed that the same confidence he had on the computer was the same confidence he demonstrated while he was using the laptop.  "D" drew pictures of different shapes using lines.  When I asked him if he was able to identify the shapes he was drawing he described each shape with no hesitation. 

"As educators we need to understand how modern

technologies can help us better meet the social,

physical, and learning needs of young children" (Tsantis, Bewick & Thouvenelle, Examining some common about computer use in the early years,  2003, p.8).

"D" has shown me and his peers that were around him that he is capable to use this piece of technology.  To extends knowledge on the computer and laptop I will provide "D" with the opportunity to learn step by step   the way to access the programme he enjoys at home in his preschool environment. I will also support "D" in learning how to save his work on the computer or laptop so he can access it another time and add to it. In this way "D" will be able to share this knowledge with his peers and provide his peers with the same knowledge as himself. Therefore, Ap & Talay-Ongan states " children's use of computers, television, video, CD, DVD players and cameras enables them to access a world of animation and imagination, story, music and movement in enriched and engaging ways" (2005, p.226).

Smorti, S. (1999) Technology in Early Childhood, Early Education, No.19 Autumn 1999.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria: Thompson Social Science Press.

Tsantis, L. A., Be wick, C. JJ., & Thouvenelle, S. (2003). Examining some common about computer use in the early years. Young Children. Vol 58 (1), pp. 1-9.

"I love to cut"

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On this particular day the children were provided with a few tools and resources.  The resources contained of egg cartons, paint, tape, glue and plain white stickers.  The tools were scissors, rulers, and paint brushes.  With  the resources and tools all on the table the children were given the opportunity to  create something out of what was on the table.   Some children approached this collage table and started engaging in conversation on what they are going to create or make, but I observed one child throughout this process. This particular child approached the table and observed what her peers were doing. She than sat down and continued to observe some more.  I was really interested to see what she was going to do next, because this child is not a child that enjoys collage or art activities, so it was a big surprise for me to see her at the collage table. As I continued to observe I noticed "A" pick up a pair of scissors and started to use her sense of touch to feel the texture of the this tool.  She held on to the scissors for a couple of seconds then she picked up a piece of paper and started to cut.  As I carried on to see what she was doing  while cutting I could see how confident she was in holding the scissors and how she had full grip of the tool. I could see the concentration on what she was doing, even when her peers were sitting alongside her.  Although her peers were still in conversation, not once did she stop cutting, she carried on with her cutting right to the other end of the piece of paper. When she had finished cutting she placed that piece of paper on the table and then picked up another piece of paper that was slightly bigger.  The way she held this piece of paper was different from the way she held her first paper.  She had the piece of paper slightly tilted towards the table and the scissors held approximately the same way.  This provided me with the knowledge that "A" had already explored scissors and that she has developed the skill of the holding tool. "A" carried on cutting paper but did not have a interest in what her peers were doing around her.  As she cut through one piece of paper she will then pick up another piece of paper and cut some more. According to the New Zealand curriculum Te Whariki (1996), children develop "strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all senses, and the use of tools, materials, and equipment to extend skills" (p.86).  "A"sat on this table for about an hour just cutting pieces of paper.  I had the opportunity to observe "A" in this developed skill of hers.  I got to see what she was capable of, and how responsible she was with using a scissors.  "A" demonstrates "increasing ability to choose and use suitable tools, equipment, and materials correctly, skilfully, and safely" (Ministry of Education, 1995, p.26).  I believe I can extend on "A" skill by giving her the chance on a regular basis to cut.  I will give her a pair of to cut different types of material  besides from paper.  I can provide her with some cardboard, or fabric, or even some cellophane paper.  I could also provide "A" with the knowledge of using the scissors appropriately and being safe with the tool.  I will explain that scissors are only used for cutting and nothing else.  I will also discuss that their are different types of scissors to use in different areas, such as garden scissors, cooking scissors. I will also then explain that their are also left hand scissors for people that use their left hand.  With the information that I will provide her with on scissors, will give her the knowledge to share with her peers. Ministry of Education. (1996). Te Whariki – He whariki matauranga mo nga mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand: Learning Media. Ministry of Education. (1995). Technology in the New Zealand Curriculum. Wellington: Learning Media.

"WRITING AND DRAWING WITH CHALK"

 

Today the children were provided with a variety of different learning spaces.  One of the learning spaces that was provided was a container of chalk and a space of concrete for the children to freely express themselves.

"J" approached this learning space by himself.  He picked up a piece of chalk and started drawing different types of lines, some were swirly and some were zing zags on the concrete.  He got back up and looked at what he had created then knelt back down and started to write letters of the alphabet.  As I continued to observe him I noticed that he was writing the letters of his name.  I could also hear him saying the letters of his name aloud.  Although "J" was to talking to himself I could hear him repeating the letters of his name again and again.

I believe "J" was making sure that he had the correct letters of his name and that they were in the right order.

"J" has just recently gained the skill in writing his name and by the end of the week  he was really confident in identifying and recognising the letters that make up his name.  He has also gained the confidence and control of pencil grip and now he is exploring the skill of developing chalk grip when writing or drawing using a piece of chalk on the the concrete space provided instead of paper. Therefore children should develop "familiarity with the properties and character of the materials and technology used in the creative and expressive arts (MOE, 1996. p.80).

My next step will be providing "J" with different resources or equipment to write with in the outdoor environment.  I could see how "J" explored chalk and found satisfaction with it.  Some of the resources that I can provide will be a paint brush, a chunky marker, a pen and maybe a stone. Hamer and Adams (2003) suggests that "writing, fundamentally, is a potent social tool which empowers children, links them into their communities, and helps them develop strong reciprocal and responsive relationships with people, places and things" (p.111).

 I know by providing "J" with these different types of tools to use he will be able to see the differences between each tool used. He will be able to acknowledge what tool he prefers and what tool has he gained more confidence in by trying the tool over and over again.
According to Te Whariki it states that children develop"the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning;" (1996, p.84).

     

Reference List

 Adams, P. & Hamer, J, (2003) The New Zealand Early Childhood Literacy Handbook. Practical Literacy Ideas for Early Childhood Centres.

      Ministry of Education. (1996). Te Whariki – He whariki matauranga mo nga mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand:

Learning Media.

What is a sharpener?

   "J" has just transition to the preschool area, so I wanted to observe him and find out his interests.  As I scanned all the learning spaces that were provided, I noticed "J" on the deck at the drawing table by himself.  This gave me an opportunity to build and develop a relationship with "J" because, I had not yet worked alongside him  and I knew very little of him.  I approached "J" at the drawing table and sat down alongside him and observed to see what he was drawing. I assumed he was drawing a rainbow because of the different colours he was using and the way he had  presented his picture on the paper, which was of many different coloured  half circles. I didn't feel comfortable with my assumption so I asked "J" what he was drawing ? he replied a "beautiful rainbow". With his reply, I felt relieved that my assumption of his drawing was correct.

From there I continued to observe him,  and noticed that he was having trouble adding more colours to his rainbow because the colouring pencils were blunt.  This was when I decided to intervene and support "J" in completing his picture.  I asked "J" if he would like a sharpener to sharpen the coloured pencils? he replied and said what is sharpener? instantly I explained to "J" the use of the sharpener and how it could help finish his drawing.  As I discussed the sharpener with "J" he seemed really interested in this tool, so I provided "J" with the sharpener  and showed him how to use. I than placed the sharpener in his hand and told him to have a turn sharpening one of the blunt colouring pencils he wanted to use. Smorti (1999), says technology is about helping people and solving problems" (p.5).

 Once "J" was confident with using the sharpener, he couldn't stop picking out the blunt colouring pencils out the container to sharpen. In the New Zealand Curriculum Te Whariki it states "children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers" (1996, p.97). The next step for "J" will be providing him with the opportunity to continue with using a sharpener by having the tool available to him and where he can access the tool anytime.  By "J"using different materials for different purposes enables him to recognise that different technologies may be used in various places and settings (MOE, 1996, p.95).  With being able to support "J" with his challenge he will now be able to support his peers by demonstrating his new skill and development.


Reference:
Ministry of Education. (1996). Te whariki "He whariki matauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.

Smorti. S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999.