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
Hi, here's reflection 2
ReplyDeleteThis reflection impresses me with the different angle of looking at the technology as positive way of social and creative play, cooperative play. Even in her centre there was no cameras available for the children Karthyn gave children her own camera and analyses the results of her experiment. The same digital camera gives the children broader chance to make their own choice, to learn and obey the rules, to share and cooperate with peers, take turns and negotiate the problem solving. Well done Kathryn, great solution! It was only once or you still continue this practice in your centre? For my opinion it is very important the continuation of our teaching, the planning for the further development, how to extend the learning form the stage the children are now to the higher level. What next, what the perspectives? Are you sure that they already know how and why things work? Yes the children can use the digital camera for the environment exploration, documentation and photography, but in real life do they have the perspective to do it each day, have they a free choice to do so? (187)
ReplyDeleteI really like the use of digital cameras in ECE centres, and think it is fantastic that Kathryn brought her own into the school for herself and the children to use. It shows dedication and passion to go beyond the minimum to benefit the children in her care. I think that in the workforce in general people often do the bare minimum required and just turn up to their job, not because they like it, but because of the pay cheque. I think education needs passionate teachers who care about the children and do their best for them every day.
ReplyDeleteBecause it is very difficult to set expected behaviours or number actions that are needed each day, a excellent teacher and a mediocre teacher, could do the same things each day, however the effort and passion put in by the excellent teacher make the difference. It is the quality and passion that make the difference, not the volume or speed.
“Early childhood professionals need to be their own moral agents, prepared to go above the minimum and accept responsibility for the decisions they make.” (Arthur, Beecher, Death, Dockett Farmer, 1993)
Great, i have seen lots of teachers started to let children to handle the digital cameras to outside.This idea has been spread all around New Zealand ECE centers. This is a very important step in teaching children to use technologies,just to let them handle the digital camera by themselves and take photos they interested. According to Te Whariki Strand 4 Communication, " Children develop familiarity with the properties and character of the materials and technology used in the creative and expressive arts" ( Ministry of Education, 1996). Teacher can extend this kind of technology in many ways either digital or non-digital.
ReplyDeleteMinistry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.