Elisapetha
Emily
Vandhana
Priti
Padma
Monday, 2 May 2011
Reflective Blog
I found the process of doing the blogging very knowledgeable, enriching and testing. Once I learnt and understood the technicality of blogging things got a lot easier for me. I found the scaffolding by my classmates through the process of setting and posting blogs very helpful.
Other student’s comments on my blogs have been encouraging. It has provided me with opportunities to critically think about the significance of technology on children’s learning. Students have shared experiences from their own practice, made suggestions and asked questions on the blog spot to collaboratively share ideas. It also inspired me to read on some of the recommendations proposed by the students. I have also discovered that it is very inspiring when it comes to reading blog posts about one of my fellow blogger’s success.
Participating in blogging has provided me with a lot of information and knowledge on enhancing children’s learning using technology. This makes me reflect on my practice and make changes to the programme to meet children’s needs. I have come to realise that technology in early childhood education is not only about using digital and multimedia. It is also about using technological tool that support a child –centred learning curriculum that promote relationship among children, families and the wider communities (Haugland, 1999). As a teacher I understand that it is my responsibility to provide children with opportunities to participate and learn in technology rich environment. It is important for children to have the traditional tools such as pens, paper and books so they can use these with digital technologies to investigate and learn together. Wardle, (1999) says that we must continually strive to use technology in ways where it is particularly powerful: individualizing, addressing learning disabilities and different learning styles, and bringing the world into the classroom.
In my centre blogging can become an important part of the programme. As parents and families are becoming very busy it is difficult for them to spend time in the centre so blogging will provide opportunities to keep more in touch. Through blogging an informative process of communication can be established between parents and families about children’s learning. The documented information can be used to reflect on children’s learning. Blogging can also be used by a community of learners such as the teachers sharing information. I will be able to use my skills and knowledge from this course in setting and posting blogs in my future practice.
Reference
Haugland, S. W. (1999). What role should technology play in young children’s learning? Young Children, 54 (9), 26- 30).
Wardle, F. (1999). How children learn: Foundations for learning. Children and Families, 13 (3), 66
Sunday, 17 April 2011
Using computer to extend learning
In my centre there are a number of educational computer games for children that provide with the opportunity to indulge in various activities related to maths, language, reading, music and arts. I noticed that child “S” could recognise and count numbers up to ten. Based on child “S’s” interest in using the computer I set up the computer programme on a number game that extends on his learning. In this programme he has the opportunity to search for matching numbers by counting objects in a square block.
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| child "S" is showing confidence in using the computer |
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| I am helping and supporting him to learn his numbers |
From this experience I can see that by supporting child “S” with a number computer programme he has the time, space to work in a focused way to continue learning his numbers. MacNaughton and Williams (2004) recommends this low intervention and mediating teaching strategy in supporting children’s learning. Child “S” is also able to follow my instructions and use the mouse and keyboard to successfully work together on this task. This reinforces the emphasis that in early childhood curriculum technology is an important area along with, for example, mathematics and science within the principles, strands and goals of Te Whāriki (Smorti, 1999). By working alongside me on the computer child “S” will learn to develop cooperative problem solving skills. By engaging in his learning I can ask questions or propose problems to enhance and extend his computer experiences. This experience also prepares him for future computer use. This experience will empower child “S” to achieve an outcome that he can share with wider community of learners (Ministry of Education, 2004).
Wang, Kinzie, McGuire and Pan (2010) highlights that children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this enquiry. Our young children are living in computer revolutionised society so I believe that as a teacher it is my responsibility to help develop appropriate skills so that they are able to cope and be raised healthy and safe. As children move from early childhood education to primary school a lot of their learning takes place on computers. For this reason I feel that it is important for these children to have adequate skills in using computers so they are better prepared to cope later in life. Research has shown that when children use computers for their learning they are more motivated, learn academic skills, and develop confidence and social skills (Seng, 1998). For children who do not have access to computers at home will benefit from participating in programmes using computer technology or otherwise miss out and be disadvantaged.
From this learning experience I can see that computer technology will work very well to help children with their learning especially if the information is presented in a fun and engaging way. When children are engaged in learning using computer programmes for a period of time it develops their curiosity, attention span, memory and cognitive skills. This will encourage children to stay on activities for longer period of time allowing them to move on to participate in more complex programmes that will enhance their learning. I believe that adult interaction with children’s learning when using computers is very important as this enhances the learning experiences to expand children’s social view of the world as opposed to isolate them where they create an artificial world. Children that need extra help for example those suffering from fine motor disorder and has difficulty with writing can benefit from specialised computer programmes. Internet can provide interesting and stimulation information for children’s inquiry to learning.
I can see that internet can become an easy convenience for teachers and this might not be good for children’s learning; for example just going on the museum website instead of taking the children to the museum. In my centre I can see that free access to internet can become a problem for some children. They might be able to access content that would not be developmentally appropriate. I can propose to the manager that a net security system will allow children to keep safe while using the net. Involving staff in the decision making process when defining technology policies and having a committee to screen technology tools and software for the entire programme will help to keep children safe.
Reference
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice(3rd ed.). Frenchs Forest, 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.
Ministry of Education. (2007). Kei tua o te assessment for learning: Early childhood exemplars. [Booklet 20]. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in Early Childhood. Early Children, No. 19 Autumn 1999.
Seng, S. (1998). Enhancing Learning: Computers and Early Childhood Education. Retrieved from EBSCOhost.
Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5), 381-389. doi:10.1007/s10643-009-0364-6
Cooking pancakes
In my centre children have lots of opportunities to participate in fun and educational cooking activities. As seen in the pictures below, a few children are making pancakes. In this process they have the opportunity to learn to work collaboratively with me and other children. They learn to follow the recipe, identify ingredients, measure and mix them together. They also used utensils such as spoons, spatulas, measuring cups and electric fry pan to cook pancakes. Cooking pancake involves using all of the five senses, learning to work with others and taking turns.
From this experience I can see that when children participate in hands on cooking activity they are learning basic skills in an interesting way. They learn to use the resources provided to make pancakes in a creative way. Some skills that they acquire are learning about shapes, measuring, sorting, colors, adding, subtracting and numbers. This links to Te Whāriki that highlights that children should have experiences with some of the technology and resources for mathematics, reading and writing (Ministry of Education, 1996). In this experience children were able to observe materials change from one state to another and ask question such as why is the mixture bubbling in the fry pan. Cooking also enhances vocabulary development, eye-hand coordination, patience and self- reliance. Children also learn an important life skill that will benefit them for the rest of their life. Most of all they love eating what they cooked.
Smorti (1999) points out that “process cooking is a technological activity or system developed, used and adapted by early childhood services to meet children’s learning needs” (p.6). Cooking is a good way of encouraging healthy eating and building nutrition knowledge. It would be a good idea to involve parents so they can bring different cooking experiences from their culture.
To extend children’s interest in cooking I could introduce gadgets such as the blender, food processer, timers and rolling pins and also provide new recipes. Well technology certainly has changed a great deal of the cooking and it’s changing maybe even more so now. I believe that it is important for children to understand about this change and I could talk about the technology of cooking and how technology changes the way we cook — from fire to modern stoves and microwaves. We could also look at the web and how it's changed the way people cook; it has really opened up new ways of sharing recipes and food cultures. Children can benefit by watching videos of cooking lessons because a lot of children are visual learners. Technology in cooking can make learning easier for children with special needs for example if someone is using only one hand they will find it difficult to open a can with manual can opener but will be successful with a electric opener.
Cooking inspires children to be hands-on in the kitchen. It teaches important life skills, offers confidence in the kitchen and provides valuable information about sourcing ingredients, reading labels, understanding nutritional values and offers sound food preparation. Children will learn how to use a variety of cooking accessories and equipment with skill and care. They will experience to create culinary delights with flair and imagination.
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 Children, No. 19 Autumn 1999.
Tuesday, 12 April 2011
Creating own learning
Sunday, 10 April 2011
Creating own learning
Today I brought my camera from home to take photos to use for documenting children’s learning. While I was taking photos of children engaged in the family play area, child “R” walked up to me and asked, “Raja, is that a new camera?”. I replied “yes, this is mine, I brought it from home”. He stood around looking and observing me taking pictures. Then he approached me asking if he could use the camera. I gave it him. He put the camera strap around his fingers and started pressing the button and looking through the lens. While he was doing this child “T” joined in as seen in picture below
After talking and discussing with each other child “R” decided to take photos. Child “T” is happily posing for the picture as seen in picture below
After taking child “T’s” picture, child “R” went outside with the camera. He came back and told me that he took some pictures while he was outside.
These are some of the pictures that he took while outside.
From this experience I can see that child “R” was displaying an interest and was curious about my camera. By providing him with the camera he was able to share his skills and knowledge with child “T” on how to use the camera. He also involved child “T” by taking his photo. This shows that they were interacting and learning along each other while discovering more about the camera. By providing the camera I created an ICT environment that allowed child “R” and child “T” to experience and explore ICT resource and take advantage of it. Te Whāriki states that children develop a perception of themselves as explores, competent, confident learners who ask questions and make discoveries: actively with all the senses (Ministry of Education, 1996).
Child “K” also decided to go outside and take photos of his own choice that was of his interest. Going through the pictures with child “K” provided me with the opportunity to see the world from his perspective. Blagojevic and Thomes (2008) indicate that the use of digital camera in the classroom reflects programs, educational philosophy and belief about developmentally appropriate practices.
This story reflects that both teachers and children can benefit from the presence of digital camera in a centre. In a classroom digital cameras are useful for administration work, enhancing existing learning and creating opportunities for new ones. It is also used as a useful means to communicate with families about their children’s activities and some ways of doing this is displaying pictures of the activities on the notice board or in children’s portfolios. I believe that digital cameras should be used to enhance curriculum and learning experiences because it is the perfect tool to foster the interaction between children and adults. Allowing children to use a camera is not only teaching them how to use technology but teachers them about the art of photography and this enhances the learning environment. Digital camera is a hands on technology and this helps children to have an integrated and well-balanced set of experiences. These experiences help them to grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities. Digital cameras and images can also become the bases for project base learning.
In this experience child “K” participated in a child-friendly method to learning by using a mode of communication other than written or oral language. He will be the expert when it comes to reading about the photographs. To build on child “K’s” learning I could help him to download these pictures onto a computer. He can select the desired pictures and print them out and display or talk about them with others. Child’s voice is a critical component of the documentation and assessment process in early learning (Arthur, Beecher, Death, Dockett & Farmer, 2008).
I can see the down side of using digital cameras if not managed properly in a centre. The pictures taken could be used or viewed by people that do not have permission. Most of the time there are policies and procedures in place but how seriously is it monitored or followed.
Reference
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Melbourne, Australia: Thomson Learning.
Blagojevic, B., & Thomes, K. (2008). Young Photographers: Can 4-Year-Olds Use a Digital Camera as a Tool for Learning? An Investigation in Progress. Young Children, 63(5), 66-70,. Retrieved from EBSCOhost
Ministry of Education. (1996). Te whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
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