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 (3rd 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
Rozleen, it was interesting to see you trying to enhance a child's interest in cameras. You scaffold ed his learning and provided him with appropriate guidance so he could move to the next level in his learning. Vygotsky, in his research clearly identifies the importance of scaffolding and teacher's guidance. Including others in the experience shows that you are using an inclusive approach to enhance children's learning and development in ICT. You actually showed the child how to use. This is a major component of the New Zealand Curriculum which clearly states that children examine the practice of others and undertake their own.And yes, technology is an integral part of our lives. We can not say that children are too young to have access to such technology as cameras. It is no longer a question of how expensive our digital technology but preparing the children to be in par with the rest of the world. The New Zealand curriculum (2007),really explains the importance of using technology in early childhood settings. The following link really gives a clear understanding of what technology is and how it can be incorporated in our daily teaching and learning of children.
ReplyDeletehttp://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Learning-areas/Technology
Ka Pai, Rozeleen
ReplyDeleteit is a good reflection about digital technology. yes camaras are very commmon in early childhood settings. Children often see educators using camares on their daily practice. So they also want to use and explore the cameras. we often see children playing with fake camers in family corner. I noticed that some centres donot allow camares to children. But I think by doing this we not providing and facilitating children's learning. Te Whariki states that as educators it is our resposibility to provide children material according to their interest (Ministry of Education, 1996). We should understand that may be the child who is using camera will become a famous photographer in his future. I really appericiate that you gave camera and time to R to explore. Yes you can also link with the New Zealnd curriculm. every child is unique and they have their own way of show their creativity.photography is also a good way of showing creativity. Te Whariki states that children find different ways to be creative and expressive (Ministry of Education, 1996).
It was interest to read your reflection about digital technology in camera. Cameras are intrigral part of day to day life. In early childhood centre we always see children playing with cameras. Te Whariki states that "children use a variety of technologies for different purposes as they explore their world"(Ministry of Education, 1996, p.98). It is really good the way you scaffold his learning and also teach them how to use camera. I believe technology plays a very important role in children’s learning and development. By using cameras children also develop their problem solving skills. Through digital technology children’s develops their communication skills, imagination skills and also develop confidence. According to Smorti technology is about helping people and solving problems. The New Zealand Curriculum (2007) which clearly states that through the technological knowledge strand, children develop knowledge particular to technological enterprises and environments and understandings of how and why things work. Overall it is good reflection and you also have used good references. Well done Rozleen. Good work, kaipai.
ReplyDeleteCamera’s help to create and preserve memories of historical and sentimental value. Fascination, intrigue and enjoyment are a few reasons children like to take pictures and they like to see the results. Rose you took the initiative to provide the camera to the child to handle it himself. Not all centres allow digital technology for children to use as they don’t want to take risks with children damaging the camera. The way you enhanced and extended the child’s interest related to the Reggio Emilia approach. Their teaching young children is through their philosophy which is based on the principles that enable children to have some control over the direction of their learning and they must be able to learn through experiences of touching, moving, listening, seeing and hearing, (Berk, 2001). Children development in communication, imagination and confidence is developed through digital technology. Ministry of Education, (1996) states that “Young children have a widening range of opportunities for independence, choice, and autonomy”(p. 51). As an effective teacher you have given children a great opportunity to explore digital technology through firsthand experience. Great reflection, Well done.
ReplyDeleteI found an interesting journal which provides information on importance of responsive care in a child's development, as well as on reflective practice. Here’s the reference : Luckenbill, J. (2012). Getting the Picture. YC: Young Children, 67(2), 28-36.