Final Reflection

Technology is a broader topic then what I had first assumed. Technology is evident throughout centres and plays a major role in my personal practice and the children's holistic development as “Technology is everything we use around us – construction, clothing, tools, computers, machines, medicines, etc” (Fleer & Jane, 2011, p.2).I think that we as educators are ignorant of the opportunities technology provides whether it be digital technology or non- digital. As technology evolves we as teachers need to ensure that we are providing children with enough opportunities to explore both areas of technology which will assist in their holistic approach and development throughout not only the early years but beyond.

Throughout this experience I have developed a further understanding upon the importance of digital and non-digital resources through such things as when Smorti (1999) quotes “technology is about helping people and solving problems” (p.5). I had underestimated the importance of non-digital resources but now I have developed my understanding of what non-digital resources actually are. This has been an interesting topic and has helped me to make deeper observations with technology. I have always aspired to encourage the children to explore freely and give them hands on experiences but having looked deeper into digital and non-digital technology and from reading others blogs, comments and literature I have realised that I can improve my practice through allowing the opportunity for children to take more responsibility. For example having read a blog I am now interested in allowing the children to use the radio and explore the different buttons etc and to gain confidence in using such technology. I have also learnt techniques on how to develop awareness of numeracy and literacy through such things as cooking, puzzles and play dough and as Te Whāriki states “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books, and computers” (Ministry of Education, 1996, p. 97). These blogs have encouraged me to reflect upon my teaching and broaden my ideas and practice.

I really appreciated all the feedback in which I received from my group. I personally appreciate feedback in which offers me ways to better my practice or broaden my ideas which was given to me through the links in which they provided. It sounds strange but I would have liked to see some more critical feedback as there is always room for improvement or ways in which I could extend experiences. Critical reflection on experiences allows teachers to develop a deeper understanding of themselves and their students” (Yang, 2009, p.11). The comments encouraged me that I was on the right track and they positivity re-assured me of my practice. I really enjoyed reading the feedback as it is a personal and valid. The ideas in which were given assist me in reflection of my practice and what I personally do to help extend/scaffold children interests instead of a child centred reflection.

I think that having the opportunity to comment on others blogs enticed me to almost read between the lines and discuss the range of use’s of technology. I personally think that this blog can be at times time consuming but I really enjoyed it as I love hearing the different experiences and uses of technology. It is apparent that we all value digital and non-digital technology and the important roles it plays within our centres in diverse ways.

 

Reference List:

 

Fleer, M.,& Jane, B. (2011). Design and technology for children. Frenchs Forrest, Australia: Pearson Australia

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in Early Childhood Early Education. 19, 15-10.

 

Hyperlinks

Staci:
http://stacimeow.blogspot.co.nz/2012/08/computers-what-is-acomputer-computer-is_5.html?showComment=1346291752102

http://stacimeow.blogspot.co.nz/2012/08/using-scissors-non-digital-experience-i.html?showComment=1346289778156

http://stacimeow.blogspot.co.nz/2012/08/children-and-radio.html?showComment=1346290760508


Hayley:
http://hayleyoinkoink.blogspot.co.nz/2012/08/non-digital-making-playdough.html?showComment=1346138673830

http://hayleyoinkoink.blogspot.co.nz/2012/08/scanner.html?showComment=1346139669263

http://hayleyoinkoink.blogspot.co.nz/2012/08/laptops_10.html?showComment=1346146130629




Maree:
http://groupblogmit.blogspot.co.nz/2012/08/non-digital-puzzle-activites.html?showComment=1346288011333

http://groupblogmit.blogspot.co.nz/2012/08/a-computer-is-electronicand-digital.html?showComment=1346236922143

http://groupblogmit.blogspot.co.nz/2012/08/digital-camera.html?showComment=1346286292676



Ngaire:
http://ngairebubblebubble.blogspot.co.nz/2012/08/digital-laptop.html?showComment=1345071730988

http://ngairebubblebubble.blogspot.co.nz/2012/08/non-digital-technology.html?showComment=1345070817278

http://ngairebubblebubble.blogspot.co.nz/2012/08/looking-through-lens.html?showComment=1346137573056

Writing and Drawing Resources in ECE

 

Te Whāriki (1996) mentions that children should be given the opportunity to develop “skills with media that can be used for expressing a mood or a feeling or for representing information, such as crayons, pencils, paint, blocks, wood, musical” (p.80). The Technology of pencils, pens, crayons and coloured pencils has really changed the dynamics of teaching. Within my centre all of the above is available at all times in two areas inside and two areas outside. We have each utensil grouped accordingly so that the children can identify the resource and the grouping. The children have access to these drawing /writing tools throughout the whole day and are able to move them to a different area if they prefer not to draw/write there. Within Te Whāriki (1996) it states that “Children should have easy access to resources that enable them to express themselves creatively and that help them to develop concepts of mathematics, reading, and writing.” (p.73). At these areas I consistently make minor changes to encourage the children to use these resources through providing different shape, size, colour, and textured materials to write and draw on.

 

 

Due to my philosophy I don’t really like talking to children too much while they are writing or drawing as I feel that it can put them off their own individual plan even just by me interrupting.  I do a lot of observations and wait for the child to include me within their writing or drawing which often happens as they are very proud of their work and want to show me. This then gives me the opportunity to talk about the colours that they have used and so on. Too often I see other teachers trying to just add a comment about the child’s drawing as they walk past such as “wow that looks great” but in actual fact that has stopped there train of thought and the child then usually stops what they are doing after a couple more seconds. Through observation I am able to see the children’s pencil grip and how there fine motor skills are developing. I have a small book in which I jot any major development I observe. I may note that a child is left handed and continues to hold the pencil really high and then after encouraging the child to find a comfy spot lower down the pencil I will note when and if the child is doing this confidently. This makes for great documentation of history and present development. Observing drawing and writing allows for me to facilitate the development and recognition of their colours, shapes, symbols, feelings, fist – four fingers – pincer grip development.

 

Children are able to gain many skills through having access to writing and drawing resources. The child is able to develop their fine motor skills through gripping the pencil. Children are able to make decisions about what to use and develop recognition over the different effects each tool makes. Children are able to develop their understanding of colour and hand eye co-ordination through something that is not teacher led but offers complete child control. The child is able to be creative with the writing and drawing tools through mixing them together and exploring in a way that they cannot fail this develops “skill and confidence with the processes of art and craft, such as cutting, drawing, collage, painting, print-making, weaving.” (Ministry of Education, 1996, p.80)

 

Reference list

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō  ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

 

 

 

 

 

The Digital Camera

                                       Digital Camera

The digital camera is strongly evident within most Early Childhood centres, sometimes as a learning tool and often as a way of documentation. In Arthur & Beecher they state there have been a major social, economic and technological changes in the late twenty and early twenty-first centuries in many parts of the world, resulting in changing experiences of childhoods.(Arthur & Beecher, 2007)The digital camera is convenient and has the ability of storing photographs and making easy transfers onto computers, laptops etc. Within my centre we have 2 digital cameras between five teachers and it would be fair to say that at times we need one camera each.  Digital cameras are a way of documentation, recording and capturing moments that can be forever memorable. Personally I include a photo or a series of photos towards my learning stories for the children as I feel it helps to tell the story and capture the exact goings on.

I encouraged the children to take photos of things outside. As we only had two cameras I had to really encourage turn taking and limited it to 5 photos each. It was awesome as I followed the children around observing and talking about what they were taking photos of. Sometimes I thought the child was taking a photo of one thing and then once I had asked I realised it was something completely different. I talked to them about the zoom and how it can make it look a lot bigger then what our eyes can see it. The children were quite impressed with this and began taking super close photos of me and there mates. I encouraged the children to hold their hand steady and made sure they held there finger down on the ‘special’ button to take the photo for two seconds. I showed the children how to review the photo that they had just taken and each time all the children would crowd around and admire the photo.

After this experience it really encouraged me to give the children the opportunity to do this more often.  I was surprised with how quickly they developed the skills and I learnt not to assume what they were taking photos of.  At a later date It was great to reflect and have such a nice discussion about that day and as Bruce (2006) states “the use of a digital cameras can encourage children to reflect on past experiences, observe details, share personal likes/dislikes, sequence events, record and share a significant event” (p.22).

Holistically I don’t think any element of technology is going to 100% fulfil nor hinder a child’s growth and development although I do feel that cognitively, emotionally, spiritually and physically it is beneficial for a child to be introduced to this area of technology to broaden their experience and allow for exploration whether it be through individual play or as a group.  This experience gave each child a huge sense of belonging and they were really proud of their photos. The children were able to develop skills such as sharing, patience, concentration, hand-eye co-ordination and also for some children having a goal of getting the picture of what they were wanting. The children learnt the dynamics of how to take a photo and review it and became quite confident towards their second set of 5 photos.

Reference List

L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

Bruce, T. (2006). Early Childhood: A guide for students. SAGE Publications Ltd,   London.

The iPad in ECE

The iPad

Apple recently designed a slim and more appealing computer to suit the needs of a range of people. Its has a slim appearance and is easy to use. The iPad is able to download a variety of ‘apps’ which can cater for many purposes. It is noted that the iPad holds more than 20,000 educational apps for a wide range of learners and has the ability to be a primary teaching too.

Within my centre we have recently introduced two iPads to our learning tools within our ECE setting covered with fisher and price hard covers exactly like the one pictured here. Our centre is licensed for 2 -5 year olds which allows me the opportunity to introduce it at different levels.  Over the last two weeks I have been observing the children’s first experiences with the iPad. We have downloaded 5 applications from the 20,000 that is available which will assist in the child’s holistic development. Throughout their first experiences I have only used one app which is called alligator. I have written down and photo documented every child’s strengths and areas in which they find challenging in order to see how fast the children are able to grasp the aim of the app. I have recognised that within this new generation many of the children are aware of the touch screen due to their families and whānau already having introduced them to the iPhone or iPads. I have noticed that the children have all responded well and feel as if it is a game when they are actually tracing letters and numbers. As I often sit with children for 15 -30 minute games within that time they gain a better understanding of the rules in which they are finding challenging such as to stay in the shaded area around the letters, to follow the objects around the letter, to use only one finger, to not press to hard or it won’t work, what object to start on and turn taking.

I feel that these iPads have been an attribute to technology within our ECE setting and that the pros outweigh the cons for the children’s holistic development. The children have become aware of the wider world with the introduction of this technology and it has helped make connections from the home as for some children it is commonly seen within their home setting.   For some children it is a completely new concept but seem to be confident in learning about it. I have watched some of the children whom have no past experience with this kind of technology advance to confidently completing the writing of letters and numbers. This app does not allow the children to ‘loose’ or fail it instead encourages them to problem solve and to concentrate. When the child completes the letter or number the great sense of achievement and pride is priceless. Every time we use the iPad it is always done within a group of at least 3 this is too encourage the social skills of turn taking, patience and team encouragement. Children should have “an understanding of material properties, uses, and development is essential to understanding to how and why products work the way they do” (Ministry of Education, 2007 p.32). With the variety of strengths within the groups it makes me so proud to see the positive social interactions being made such as children giving other children verbal encouragement and praise and reminding their friends to do such things as not leaning on the iPad.

Reference list

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New

Zealand: Learning Media.

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