Crayon – Non-Digital Technology

 

  Technology in early childhood setting involves tools and materials to promote children’s learning and development, interactions, communication and collaboration (Ministry of Education, 2007). One of the common and easily accessible non-digital technologies used in my centre is crayons. Te Whāriki states that “children gain experience in using communication technologies  such as crayons, paint brushes, chalks, pencils, books and computer” (Ministry of Education, 1996, p. 97).

Our head teacher ordered some new resources and one of them was crayons. I put the crayons and some white and black paper on the table.  Teacher’s preparation of resources arise curiosity among children and fosters creativity (Wright, 2003). A group of girls sat down and started choosing their colours. I asked them “what are you girls doing?” and child O replied “we are drawing the rainbows, and my family”. Questioning allows children to do critical thinking and become more creative, building their cognition (Isenberg & Jalongo, 2006). Open-ended questions does not require any right or wrong answer but it allows children to enter into the next level of discussion hence develop their learning.

 One child was drawing the flowers from her garden. I sat down to look at their creations and soon they drew wonderful pictures. There were more children interested in drawing so I provided more different colour crayons. These children were engaged in this activity for a long time until they were satisfied with their pictures. Drawing is an art and art incites creative actions and responses by engaging and connecting to thinking, imagination, ideas and emotions (Ministry of Education, 2007). After providing the crayons and paper, I stood back and observed the children how immensely they were engaged with their thoughts and actions. Facilitation is a non-directive and low-intervention teaching strategy through which educators create a learning environment and only intervene if necessary (MacNaughton & Williams, 2009).

When children use crayon, they develop various skills. They develop their knowledge, imagination, concentration and thinking ability. They are exploring the texture, size, shapes, blobs, dots, filling in different colours, mixing colours and writing. They are using their imagination to think of their families or familiar things and incorporate in their art work (Somerset, 2000). By working alongside their peers, children are developing the social skills by sharing and turn taking. They are developing the verbal and non-verbal communication skills. They are developing fine motor skills and ability to hold the crayon. Children are being creative in many ways by experimenting with colours, shapes, texture and designs. They are hands on, active, self-centered and eager to learn (Isenberg & Jalongo, 2006). “Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Pictures and other forms of visual depiction are important tools for exploration and communication” (Ministry of Education, 2007, p. 32).
  

I enjoyed this learning experience with the children. I would like to provide different learning experiences with other non-digital technologies such as scissors, glue, cello tape and observe how children use these tools to expand their learning. My understanding of technology was only digital technology but I have learnt that non-digital technology plays equally important role in children’s learning. As educators, we need to support children’s learning by providing assistance, guidance and resources and we can only do this if we extend our knowledge and skills about technology (Smorti, 1999). From this experience, the children were using non-digital technology and their imagination to produce their inventions and I as an educator was learning how children have used crayons to communicate about their creations.   We teachers learn alongside our children and this gives us an opportunity to evaluate ourselves and change our practice. Reflecting on our practice allows us to grow, learn and develop while working with children to support them grow, learn and develop.

To view how crayon scribbling helps a toddlers learning, click on http://www.youtube.com/watch?v=PsUyHvBRIw4

Reference

Images: Retrieved on 30/03/13 from www.googleimage.com

Isenberg, J. P., & Jalongo, M. R. (2006). Understanding children’s creative thought and expression.  In Creative thinking and arts-based learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall (pp. 3-37).

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed). Frenchs Forrest, Australia: Pearson Education Australia.

 

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

O'Connor, A., & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand.: Open Mind Publishing.

Somerset, G. (2007). Work and play in the early years (4^th ed.). Auckland, New Zealand: New Zealand Playcentre Publications.

Wright, S. (2003). The arts, young children, and learning.  Boston, MA: Pearson Education.

 

 

Laptop - Digital Technoogy

Laptop- Digital Technology

Technology will become essential for everyone in coming years and as educators we need to prepare our children for the technological world. Educators should encourage young children to explore and use the technology in their daily lives. Educators also need the knowledge and understanding of how to use technology and how it benefits the children. Educators in early childhood setting need to broaden their understanding of technology in order to scaffold children’s learning in this area (Smorti, 1999).  “New Zealand is part of a world revolution in communication, technology, work, leisure. Change in these and other spheres is a feature of everyday life and children need the confidence to develop their own perspective and capacity to continue acquiring new knowledge and skills” (Ministry of Education, 1996, p. 18).

 

It was raining on Monday afternoon so all children were indoors. There were a lot of children and the noise level was reaching its peak. I took this as an opportunity to foster children’s learning in ICT in a meaningful way. I brought my laptop and set it on the table. Suddenly a group of children surrounded the table and I divided them into groups of four and asked them to take turns. I asked the first group what they wanted to see. Child P excitedly said tractors. Since our interest at the moment is transport, I thought it would be ideal to extend on children’s knowledge based on their interest. I asked child P to go on to internet by clicking the internet icon and then I asked another child O to enter tractor as I spelled it for them. Soon they were looking at the pictures of tractors. I showed them how to scroll using the mouse and they started exploring very confidently by clicking various buttons.

 

I have recognized that ICT is very important in promoting children’s learning in early childhood setting. Children are able to explore and learn about the physical parts of the computer such as monitor, key board and mouse and also are learning how to use the computer to find relevant information. I supported children’s learning by scaffolding them how to use the mouse. I asked them open-ended questions which allowed them to recall and relate to the pictures of tractors we have seen in the books over the month. Engaging with technology allows children use their imagination, develop literacy skills, and build self esteem, social competence and confidence by exploring the wider world (Ministry of Education, 1996).

From using the laptop, children have enhanced their peer interaction. While working with their peers with ICT, children learnt to ask questions, give instructions and develop vocabulary (Santrock, 2011). Social interaction and scaffolding developed their cognitive and problem-solving skills. By taking turns on the laptop and the mouse, children are exploring and investigating the technology and learning to take turns. They are building their fine and gross motor skills and also their hand and eye coordination while they scroll through.

I found it challenging when I had only one computer and there were so many children who wanted to explore this technology. I think I used an effective grouping strategy to involve small group meaningful interaction to provide for the best possible learning for these children (ManNauhgton & Williams, 2009). Our world is becoming more technological day after day and we need to have the awareness of technological world that we live in today. Our children need to build the confidence and must continue to acquire the new knowledge and skills (Smorti, 1999). As an educator, I have enhanced children’s knowledge and skills on using the laptop. Some children were aware of how to use laptops while some needed little guidance such as using the mouse and I was amazed to see how fast they grasp the information through hands-on experience.

As an early childhood educator, I also need to acquire the knowledge and the skills in ICT to incorporate thoughtful and meaningful use of ICT to support children “to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society” (Ministry of Education, 1996, p. 9).

I would like to share a video about nine year old Microsoft certified computer engineer who was inspired by her father at the age of three. Follow the link:  http://www.youtube.com/watch?v=NpCWGpWX1jc

 

Reference

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:                  Choices in theory and practice (3^rd ed). Frenchs Forrest, Australia: Pearson                   Education Australia.

            Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna      ö               Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning     Media.

 

          Santrock, J.W. (2010). Lifespan development: International student edition (12th ed.).Boston ,    Ma., United States of America : McGraw Hill.

           Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn                   1999.

 

 

 

 

 

 

Camera Digital Technology

Camera - Digital Technology

Today we live in a technological world. “Technology is about helping people and solving problems” Smorti, 1999). Children interact with technologies in their daily lives as it is available in many forms. Children develop a perception of themselves as “explorers” – competent, confident learners who ask questions and make discoveries (Ministry of Education, 1996, p. 88). Cameras are one of the commonly used digital technologies used by young children in early childhood centres.

I was observing and taking pictures of child M constructing a plane on the carpentry table. Looking at the camera in my hand, child R approached me and asked me if he can take some photos. He told me that he takes photos at home with his mother. Recognising his interest in cameras, I gave R the camera and told him to handle it carefully. He asked me what button to press to take a photo and I showed him and explained the operations. 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).  R asked me to say “cheez” and took my photo. He then asked me how to view the photos. I scaffolded to him which button to press to play and view the photos. Scaffolding allows educators to help children to achieve something with their guidance (MacNaughton & Williams, 2009).R was not happy with the photo he took so he asked me if he can take another photo. I accompanied R to walk around and take photos of his friends. This gave R an opportunity to explore the camera and enhance his knowledge about technology.

Children as young as infants are involved in technology and they learn by experimenting and exploring. As early childhood educators, I feel that teachers need to scaffold children’s learning by providing the support in using technology.  

I demonstrated to the child how to use the camera so that he develops the skills and abilities to use the camera himself. Educators need to be physically and emotionally available to provide support physical and verbal support for children’s play and exploration (Arthur, Beecher, Death, Dockett & Farmer, 2008). This gave R an opportunity to extend on his interest of taking photos using cameras.  When teachers provide guidance for children to extend on their interest, children become keen to learn more. R is developing his photography, communication and social skills through hands on experience with the camera.  

The challenges that I faced was that other children also wanted to take photos but I had only one camera so I had to ask the other children to wait for their turns because I did not want to rush R’s exploration and discovery. I think learning with technology is helpful and beneficial in early childhood setting. Technology is an important part of the early childhood curriculum and we teachers need to provide opportunities for children to increase their understanding of the changing world.  In order to provide these opportunities, teachers need to have the knowledge and understanding of the technology (Smorti, 1999). I believe an effective teacher is one who have the vast knowledge about their practice and is extending their children’s knowledge and interest. Being a reflective teacher enables us to improve our practice and provide the best experiences for the learning and development of our children (O’ Connor & Diggins, 2002).

Reference

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.).  Melbourne:Thomson.

McNaughton, G., & Williams, G.  (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Melbourne,Vic., Australia: Addison Wesley Longman.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

              Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19     Autumn 1999.

Images: Retrieved on  17/03/2013 from www.googleimages.co.nz