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. (4th
ed.) Melbourne, Australia: Harcourt Brace Australia Pty Limited
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 3 is up too
ReplyDeleteSometimes, due to stereotype, learning and teaching moments do not happen, I think. Vacuum cleaners are for cleaning, so teachers do not have children many opportunities to explore vacuum cleaners as well as children in centres rarely have opportunities to have a look at them.
ReplyDeleteYoung (2005) highlights that technology in early childhood settings approaches more widely than only electronic tools or gadgets, such as computers. I think that vacuum cleaners are really good resources of teaching technology. So teachers should free themselves from stereotype or prejudice to use of vacuum cleaners. For example, by providing many colour plastic balls and a vacuum cleaner, children can explore the machine.
As you reflected on Te Whāriki, I think that vacuum cleaners also contribute to development of problem-solving skills and to understanding of efficient technologies (Ministry of Education, 1996). Your reflection allows me to think about activities of vacuum cleaners. Thank you so much.
Sometimes, due to stereotype, learning and teaching moments do not happen, I think. Vacuum cleaners are for cleaning, so teachers do not have children many opportunities to explore vacuum cleaners as well as children in centres rarely have opportunities to have a look at them.
ReplyDeleteYoung (2005) highlights that technology in early childhood settings approaches more widely than only electronic tools or gadgets, such as computers. I think that vacuum cleaners are really good resources of teaching technology. So teachers should free themselves from stereotype or prejudice to use of vacuum cleaners. For example, by providing many colour plastic balls and a vacuum cleaner, children can explore the machine.
As you reflected on Te Whāriki, I think that vacuum cleaners also contribute to development of problem-solving skills and to understanding of efficient technologies (Ministry of Education, 1996). Your reflection allows me to think about activities of vacuum cleaners. Thank you so much.
Reference
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Young, T. (2005). How do things work?: Problem solving with technology. In T. Young & S. Elliott (Eds.), Just investigate!: Science and technology experiences for young children (3rd ed., pp. 29-42). Victoria, Australia: Tertiary Press.
Vacuum cleaner is a very interesting device for children even though it is loud and noisy. I had experienced that children became excited with jumping cheerfully when I had to do the vacuuming in the room. I am happy that children can learn and develop a broad technological literacy. Right, I think that when you had to vacuum, you said the word “vacuum” or “vacuuming” to the children, and they heard the words. Children might feel strange and new for technological literacy at the first time, but they will be familiar with the terminology and literacy of technology with repetition.
ReplyDeleteHamer and Adams (2003) emphasised repetition of listening to music and stories so that children can enjoy and internalise important aspects of literacy. In addition, teachers can help children improve cognitive development and linguistic competencies like literacy skills through scaffolding (MacNaughton & Williams, 2009). I am thankful to remind some digital devices and technology influence negative social interaction or social competence. I think that teachers need to be aware of implicit and undesirable aspects of technology and use technology with children carefully and consciously.
References
Hamer, J., & Adams, P. (2003). The New Zealand early childhood literacy handbook, New Zealand Dunmore.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Education Australia.
Everyone will agree with Kathryn and Arthur, Beecher, Death, Docket and Farmer (2007, p.13) that children “are competent users of technology”, because they been born during “the Google” or internet era. The child cannot talk yet but already know which button on receiver she should press to see the favorite cartoon on the DVD prayer. I knew it from my own home experience. The home non-digital devises as vacuum cleaner, the children use as the inspiration for exploration of sound, movement, noise, vibration, electrical connection (on and off button) was under scrutinized view from the time the baby starts to crawl. Exploration, brain development, experimentation as Kathryn pointed in her reflection is just the beginning of the “in depth exploration” of the technological world. How can teacher scaffold this learning process? We can talk with child to make the connection with home, creating the atmosphere of the home “belonging”. In one centre we use the vacuum cleaner as the tool for smooth transition from home to centre, it could be used for the starting dialogue about all electric devices around the room and the increasing of the baby’s vocabulary. (189)
ReplyDeleteI found it fascinating to think of a vacuum cleaner as both technology and also as an opportunity to create a teaching moment. I think the temptation would have been there to move the child on and just vacuum the floor and get back to "teaching" but actually recognising that taking an activity that a child has an interest in, and extending on it is a great way to capture interest and empower the child to explore and discover things for himself.
ReplyDeleteIt also helps create a link between home and the centre, where people vacuum at home and they do at the centre. The more interlinked the child perceives the Microsystems to be, the better the outcomes. “Children should develop connecting links between early childhood education setting and other setting that relate to the child such as home, School and the parents workplaces” (Ministry of Education, 1996, p.56).
It makes me wonder what other "chores" or housekeeping at the centre could create teachable moments and links to home.