Using
telephones in play:
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.
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:
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.
i have my first reflection, please comment.
ReplyDeleteHi, Kathryn!
ReplyDeleteI like your reflection. I think that telephones as a communication tool are most represtentative in our living world. One of literature says that pretend play with communication toys is effective for children to connect with adult world and human relationships by imitating and simulating with those toys (Siraj-Blatchford & Siraj-Blatchford,2006). I'm sure that almost all children love to use telephones in play. :)
I like your reflection. I think that telephones as a communication tool are the most representative in our living world. Through pretend play with telephones, the children had the first and hands-on experience to connect with the real world.
ReplyDeleteOne of literature says that pretend play with communication toys is effective for children to connect with adult world and human relationships by imitating and simulating with those toys (Siraj-Blatchford & Siraj-Blatchford, 2006). As the literature says, imitation and simulation is effective ways for children’s learning. I believe that teachers should encourage children to talk through the communication toys by showing role-modelling.
I'm sure that almost all children love to use telephones in play. So I think that we should give children opportunities to explore various telephones, such as an electrical telephone; a wireless telephone; and walki-talkie made of paper cups and strings. This exploration enables children to think about the differences among them.
I like your reflection. I think that telephones as a communication tool are the most representative in our living world. Through pretend play with telephones, the children had the first and hands-on experience to connect with the real world.
ReplyDeleteOne of literature says that pretend play with communication toys is effective for children to connect with adult world and human relationships by imitating and simulating with those toys (Siraj-Blatchford & Siraj-Blatchford, 2006). As the literature says, imitation and simulation is effective ways for children’s learning. I believe that teachers should encourage children to talk through the communication toys by showing role-modelling.
I'm sure that almost all children love to use telephones in play. So I think that we should give children opportunities to explore various telephones, such as an electrical telephone; a wireless telephone; and walki-talkie made of paper cups and strings. This exploration enables children to think about the differences among them.
Reference
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.
Yeah~, all children love playing with both toy telephone and real telephone. When I read this reflection, I could imagine the situation such as talking and playing with children. I think that when teachers interact with children, teachers can extend understanding and language of children through using verbal and non-verbal. Sound just like “ring, ring, ring” makes children understand the situation. Through engaging in onlooker or parallel play, children can make the chance to observe the actions of others and practice languages in relation to social interaction. Also, when children share pretend play, they can have many opportunities for language interaction (Arthur, Beecher, Dockett, Farmer, & Death, 2008).
ReplyDeleteChildren can improve their communication skills and vocabulary by using technologies in their environments. Moreover, children can develop social skills through taking turns and sharing materials during their play. Yes, technology is a very important tool for children to learn and develop skills and knowledge in many ways. As you mentioned above, technology is changing now and getting more complicated. Our children should benefit from technology and teachers should provide appropriate technology through responding to children’s needs.
References
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.
I think the world, Kathryn’s phones-technology reflection for babies exposed the same situation at a baby’s rooms around the world, and it is very typical image. The child didn’t start to talk but full of experiences how to manipulate with high-tech equipment. It seems to me that last millennium was under the books reading influence, now days the baby are born with starting their life from the scanning inside mother’s body. She clearly detached that technology is a “catalyst for social interaction”. The non-digital devises are surrounded us from the morning till night and we do use it constantly without thinking. I do agree with Kathryn that phone communication can help improve the vocabulary generally for the child in future, but initially the child have to see how the verbal and non-verbal communication going in the micro-society, her family, teachers, peers. The child learn perceive whole full sound concept and its articulation before six months old only through direct learning and imitating, otherwise it will lose some range of sounds (From my medical reading about heath and hearing, sorry do not remember the article or author name), the same opinion I found in Santrock (2008, p. 193).
ReplyDeleteI agree that children often seem to use phones or other objects to talk to one another or pretend to be talking to another person. I wonder if there might be two reasons for this. The first one is perhaps modelling. When we look around at adults, they spend most of their time communicating via telephones, mobiles or even skype rather than face to face. It is only natural for our children to model or mimic the observed adult behaviour. Secondly I wonder if it is to do with children’s desire to communicate with imaginary friends. Children see a phone as a prop that enables them to have physical conversations with imaginary people, with the use of a phone give them positive reinforcement "Oh Johnny, is that your phone?" "Who are you talking to?" as opposed to negative reinforcement that they may receive if they are just talking to themselves "Johnny why are you talking to yourself not your friends" or "Johnny aren’t you too old to have an imaginary friend".
ReplyDelete“Children model the qualities and behaviours of their caregivers.” (Gonzalez-Mena & Eyer, 2009)
yes, phones is children observe everyday at home or in center. Children see us use the telephone to call their parents well they are sick. At home they see mum call dad. Therefore, they have an idea of the phone is a tool of communication. They also can feel sense of belonging from pretend calling the parents on the phone in center. In my practice, i observe children using the phone, and they come to me ask me to talk to whom ever on the phone. Through the talking children learning language skill from me. next time when they talk on the phone i can hear some word that i just said. According to Te Whariki Strand 4 Communication, "Children develop the expectation that verbal communication will be a source of delight, comfort, and amusement and that it can be used to effectively communicate ideas and information and solve problems"( Ministry of Education, 1996).
ReplyDeleteMinistry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Tennessee Technology Center at Nashville is one of the 26 technology centers established in the year 1963. The technology center excels in offering technical training programs in various fields. see here
ReplyDelete