Final Blog Reflection

After reading other people’s feedback and constructive criticism about my three blogs I have found that there are some more ways I can extend children’s learning through the everyday things/routines we do in the centre.

For my blog reflection 1, the feedback I have been given has made me think about how I could use more communicative technology with young children.  Perhaps I could use different types of telephones to the children, as we do not always provide enough opportunities or time for them to explore with communicative technology. I like Hyun’s idea of using paper cups and strings for phones and using a wireless phone such as a mobile and an electrical phone for exploration.

 For my second blog reflection the feedback shows that I can extend and it is a great idea to continue to let children use a digital camera in the centre. I let them use mine as the other teachers were not willing to let them use the centre camera. I think that this sort of digital technology will be very useful in the children’s learning and development, as Larissa has pointed out that it is important to continue the teaching and planning for further development as they should be given the opportunities to have free choice in using the camera.

For my third blog reflection, the feedback has made me think that there is not much technology that is used everyday like the vacuum cleaner. When we think of technology, it usually is the computer or the digital devices. I like how Hannah has suggested that may be there are other housekeeping activities we do that involve technology and can be used for exploring and teaching about technology.

I have come to see that using non digital and digital technology however a small experience it may be with children, their learning and development is influenced by it. Technology is all around us and whether we as adults/teachers model and demonstrate the use of technology to children whether it is a positive or negative usage.  All the feedback and constructive criticism have all good points which I need to remember when I provide children with opportunities to explore using the telephone, the digital camera, the vacuum cleaner and any other technology  either digital or non digital we have in the centre.

Technology is a significant part of children’s learning and development now, the world is full of technology and can be used for positive social interactions or promote negative behaviour.  Even Te Whariki and the New Zealand Curriculum have included how technology can be used as children need to learn about it and how “New Zealand is part of a world of revolution in communication, technology and work”, (Ministry of Education 1996 p.18). Children and teachers learn together as a community who are gaining knowledge and skills in using mathematics, reading, science and technology (p.19).

I think that for us teachers to ‘teach’ and show technology to children, first we must understand it and have some knowledge about how the technology can be used before we can use it with the children. However sometimes we can learn from the children.  Technology influences young children’s learning and development, and is a significant part of the world. There fore we as educators need to make sure children learn about the safe way of using technology and in moderation. 


References:


Google (2012) Google Images: Technology. Retrieved from www.google.co.nz 

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

Links to comments on others blogs

Comments for Hannah:

1. http://hproud26.blogspot.co.nz/2012/03/reflection-one-computers-in-my-home.html?showComment=1332640586445#c1440190856936085489

2. http://hproud26.blogspot.co.nz/2012/03/reflection-two-cameras-in-my-centre.html?showComment=1332642028092#c357527408996029837

3. http://hproud26.blogspot.co.nz/2012/03/reflection-three-learning-stories-in-my.html?showComment=1332735309020#c1058618216007790002

 

Comments for Hyun:

1. http://hyunseo-technoworld.blogspot.co.nz/2012/03/reflection-1.html?showComment=1332643762772#c4877786728207585064

2. http://hyunseo-technoworld.blogspot.co.nz/2012/03/reflection-2.html?showComment=1332705484723#c5555224712730187840

3. http://hyunseo-technoworld.blogspot.co.nz/2012/03/reflection-3.html?showComment=1332706644503#c8599040702190781033

Comments for Youri:

1. http://youriseo.blogspot.co.nz/2012/03/reflection-1.html?showComment=1332704325781#c1751980508344041249

2. http://youriseo.blogspot.co.nz/2012/03/reflection-3_23.html?showComment=1333143797303#c8901519124692967147

Comments for Larissa:

1. http://siberianrussiangal-larav.blogspot.co.nz/2012/03/group-blog-project.html?showComment=1333148637949#c5630375014623808258

2. http://siberianrussiangal-larav.blogspot.co.nz/2012/03/group-blog-project-for-technology-with.html?showComment=1333144776975#c2933550972730487000

Comments for Lucky:

1. http://luckyyunzou.blogspot.co.nz/2012/03/reflection-1-digital-camera-image-1.html?showComment=1332792901909#c4777788939863301634

2. http://luckyyunzou.blogspot.co.nz/2012/03/reflection-3-non-digital-musical.html?showComment=1332791829958#c2691864468364375242

Reflection 3

Children using technology:

During the day I had to do the vacuuming in the babies’ room and the vacuum cleaner was all set up. I noticed that one little boy in babies was interested in the vacuum cleaner, as had turned the vacuum on by himself and was already holding the vacuum in his hands as if ‘ready to clean the carpet’ by himself.

His interest continued as he followed me around the room talking to me, “children use a variety of technologies for different purposes as they explore their world”, (Ministry of Education 1996 p. 98). He kept saying “vacuum” as I was vacuuming the floor and I would say “yes, I am vacuuming the carpet”.

I wondered whether he had seen someone at home using the vacuum because he knew what was happening and what to do with the vacuum. Non digital and digital technology is every where, with everything we do. I think that it is important that children show an interest in technology as society uses technology to make the world go round, “a world that people have created and changed through technology” (Smorti 1999  p.1).

By being able to use the vacuum cleaner and other aspects of technology, children learn that “many materials for different purposes enable children to recognize that different technologies may be used in various places and settings”, (Ministry of Education, 1996 p.95). Children learn about technology and how to use it even when they are very young.

Non digital and digital technology such as the vacuum, cameras and phones have influenced children’s learning and development as “a broad technological literacy that will help them to participate in society”, (Ministry of Education 2007) begins when they are young.  Using technology in the centre with children gives them more of an opportunity to participate in different experiences, to develop confidence to use the technology and acquire new knowledge and skills. Technology also allows children a way of communicating with each other and adults in a verbal and non verbal way. Te Whariki states that children should have easy access to resources that enable them to be creative and develop maths, reading and writing, (Ministry of Education 1996 p. 73).

Different experiences with technology such as the ones with the vacuum cleaner and electricity provide children with learning opportunities as “growing experience in solving problems together develops children’s understanding of how technologies can help them and others”, (Ministry of Education 1996 p. 96). Technology influences how young children learn and develop as it can improve or get in the way of critical development. Some digital devices/ technology do not allow for positive social interaction or social competence to grow or communication.

The child’s experience with the vacuum cleaner can be expanded on to include other technology, further in depth exploration into the vacuum and more experiences with other vacuums. This interest into technology- the vacuum cleaner shows that he is becoming an explorer, “children develop a perception of themselves as ‘explorers’ – competent, confident learners who ask questions and make discoveries”, (Ministry of Education 1996 p. 88).

As children’s access to technology increases from a very young age, so their does their learning and confidence to use that technology, “children are competent users of technology, active agents in their own learning and very aware of the world beyond their family”, (Arthur, Beecher, Death, Dockett & Farmer 2007 p.13).

References:

Arthur, L, Beecher, B, Death, E, Dockett, D & Farmer, S. (2007). Programming and planning in early childhood settings. (4^th ed.) Melbourne, Australia: Harcourt Brace Australia Pty Limited

ClipArt Image. (2012). Image of child- vacuum cleaners. Retrieved from http://office.microsoft.com

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

Ministry of Education. (2007). The New Zealand curriculum: for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Reflection 2

Using digital cameras with the children:

I noticed that the children in the centre were using different types of technology and becoming quite proficient with what was provided in the centre. I noticed that the other teachers were on hand to explain to the children what you could do with the technology, such as the microscope, the light table and the woodwork area.

I had noticed that the other teachers had cameras with for learning stories, so I brought my own one in.  As the children were playing and making art, I was taking their photos of them and their play.

When we were outside, I let a few of them to use my camera to take their own photos. I cautioned them about not dropping the camera and how to use the camera. However they seemed to know what they were doing and were very careful with the camera, taking photos of their friends and equipment while playing, “children develop respect for rules about harming others and the environment and an understanding of the reasons for such rules”, (Ministry of Education 1996 p.52).

I was amazed to see the different types of photos they took, who and what they choose for the photos and how they were already able to use the camera, “children use a variety of technologies for different purposes as they explore their world”, (Ministry of Education 1996 p.98).

The use of digital technology is used by many people all over the world, allowing people to share their ideas and use digital technology to be expressive. Te Whāriki states that children develop the “ability to represent their discoveries using creative and expressive media and the technology associated with them”, (Ministry of Education 1996 p.88).

The children took turns to use the camera, showing me how they were capable of co operative play and understanding the social strategies that come with play. Using technology can help children’s learning and development; “growing experience in solving problems together develops children’s understanding of how technologies can help them and others”, (Ministry of Education 1996 p.96).

The use of technology can enhance children’s learning and development if it is used in a positive way; for example to encourage social and creative play, “when successfully integrated, technology can have positive outcomes on child development with decreasing engagement with traditional essential learning experiences”, (Mouza 2005 p.2 [514]). The New Zealand curriculum describes that having knowledge of technology allows you to understand about how and why things work.

Digital cameras are a great way of letting children to explore their environment, to choose what inspires them and to become skilled with how it works.  Children are able to document their own learning through photos, “documentation of experiences through photography, drawing and journal writing is seen as very important for children”, (Landerholm & Yi 2004 p.3 [515]). With documentation with digital cameras children are also able to remember what they did, to be able to talk about it and “helps them become more aware of experiences”, (Landerholm & Yi 2004 p.3 [515]).

References:

ClipArt Image. (2012). Image of child with a digital camera. Retrieved from http://office.microsoft.com

Landerholm, E., Gehrie, C., & Yi, H. (2004). Educating early childhood teachers for the global world. Early Child Development & Care,174(7/8), 593-606. doi:10.1080/0300443042000187095

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

Ministry of Education. (2007). The New Zealand curriculum: for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media

Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528. 

Blog Reflection 1

Using telephones in play:

I have observed during free play, that one of the children in babies room was playing with a telephone. He took the phone outside; as he walked he was talking into the mouth piece. As I was on outside, he came over and gave the phone to me as if saying “your turn”. I tried to extend his understanding and language, through giving verbal cues about what sounds it makes. I said “ring, ring, ring”, I answered and said “it’s for you”. He talked into the phone, and then he gave the phone to another friend to play with showing me how he shares his toys with others. I found that he did not quite understand what you do with a phone and have the words to use as he was still developing his verbal communication skills and vocabulary.

I have noticed that with this pretend play using phones -‘technology’, the child involved uses the telephones to ‘talk’ to other people, which may be their family. Mouza (2005) describes technology has a “catalyst for social interaction and conversation”, which toy phone can do. My observation has shown me that children do not use much digital technology in their play; however they like to take turns using the phone talking to each other.

The use of technology, particularly non digital technology is in use much of the time at the centre, enhancing their learning and development as they learn to share, communicate, explore and play alongside one another, “Children use a variety of technologies for different purposes as they explore their world”, (Ministry of Education, 1996, p.98).

In both early childhood centres and out in society, changes are made in “communication, technology and work”, children need to “both the confidence to develop their own perspectives and the capacity to continue acquiring new knowledge and skills”, (Ministry of Education, 1996, p.18).  By using the ability to acquire and use technology such as telephones young children learn about the ways to communicate and the give and take of how communication works. Children’s play with phones for a short time, taking turns talking however there is not much interest in them most of the time as they are still developing their social and verbal skills.

The New Zealand curriculum describes technology as offering students “a variety of contexts” and “teachers can help their students to recognise links and develop generic understandings”, (Ministry of Education 2007 p.34). By using telephones in play children learn about how it works, what it means to them and how they can learn from the technology.

In my centre, there is more encouragement for children to use non digital technology such as telephones, books, painting etcetera because there is not any digital technology available for them to use, “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers”, (Ministry of Education 1996 p.97).

I think this play can and should be extended and encouraged as children need the skills to be able to communicate. As technology increases, mobile phones and normal phones are becoming more digital and complicated.

References:

ClipArt Image. (2012). Image of child – telephone. Retrieved from http://office.microsoft.com

Google  Images.(2012) Image of a child preschoolers with phones. Retrieved from http://www.google.co.nz

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

Ministry of Education. (2007). The New Zealand Curriculum: for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media

Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528.