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.