Final Reflection

Through-out the duration of reflecting on my practices regarding technology experiences in my centre, I have become more aware of digital and non digital technology used in experiences. For starters I did not know what types of non digital equipment I could provide for the children in my centre. I learnt that technology does not just involve computers and digital cameras but is there to help someone with their process (Smorti, 1999).

As I have grown up in the technological phase it did not occur to me other equipment is considered technology. I didn’t realise that many activities I do with children involve this non digital technological learning. For example offering pencils, felt tips and crayons for them to create with helps to express their imagination and use non verbal communication. Te Whāriki believes “children develop skills with media that can be used for expressing a mood or a feeling or for representing information, such as crayons, pencils, paint, blocks, wood” (Ministry of Education, 1996, p. 80). I believe reflecting was a great way to open my activity possibilities for providing more of these simple non digital technologies.

Another aspect I learnt from peer feedback was how much everyone enjoyed my inclusion of children in the process of implementing a water tank. It was a great technique to incorporate children into deciding how they would resolve the problem in the sandpit. “Students who are competent thinkers and problem solvers actively seek, use, and create knowledge” (Ministry of Education, 1993, p. 12). I think it ensured all children were part of the programme and made the experience more fulfilling as they knew they were the ones directing it. Te Whāriki states “children develop an increasing ability to play an active part in the running of the programme” (Ministry of Education, 1996, p. 58).

Recently in my centre we required an over head project to draw sea creatures onto wood. I suggested using an O.H.P after learning about the effectiveness this technology can have in class. As we wanted children to be a part of the experience; the children were the ones who picked what sea creatures they wanted to draw the outline of. Instead of teachers always doing these things by themselves; it is empowering for the children to allow them to complete it themselves. The O.H.P has been a fantastic digital technology, which is considered old and outdated to some. “Despite the increasing number of computers available to schools, overhead projectors are still the most dependable, prevalent, and evident classroom technology” (Hatch, n.d.). The children have loved using colour panels, making silhouettes and shadows in addition to this; my centre is now trying to source our own to integrate more digital technology. I pushed for this to happen after learning the impacts of technology on children during these reflections.

From the peer feedback reflecting on what I learnt through-out the experience was another aspect I could develop further. I believe this would help me to make any changes to the activity next time. Reflecting on the challenges that arose for me from using pieces of technology ensures other ways to complete the task next time. Although sometimes it is more beneficial to children’s learning and development to leave it the way it is rather than changing it to make the activity easier for me. From making observations I can “provide the basis of information for more in-depth assessment and evaluation that is integral to making decisions on how best to meet children’s needs” (Ministry of Education, 1996, p. 29). For example if I were to only allow children to take photos as opposed to being a part of the full process which takes time; children would miss the opportunity to use other pieces of technology, such as printing and gluing.

References

Hatch The Early Learning Experts (n.d.) Over head projector. Retrieved on 18^th March    2012  

   from             http://www.hatchearlychildhood.com/Product/ShopTechnologyCatalog/root/Tech-            Miscellaneous(ShopBaseCatalog)/300012(ShopBaseCatalog)

Ministry of education. (1993). New Zealand Curriculum. Wellington,

           New Zealand:learning media.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga            mokopuna

           o Aotearoa: Early childhood curriculum. Wellington: Learning        Media.

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Hyperlinks

Hyperlinks for Feedback

Kim
http://kim00000000001.blogspot.co.nz/2012/03/feeding-time-feedingtimes-with-infants.html?showComment=1331977468999


http://kim00000000001.blogspot.co.nz/2012/03/camera-fun-with-under-twos-cameras-are.html?showComment=1332230783160

Rebecca
http://rebccah.blogspot.co.nz/2012/03/baking-with-non-digital-technology-in.html?showComment=1331980087838


http://rebccah.blogspot.co.nz/2012/03/drawing-activity-passionvine-moths-are.html?showComment=1332146755567

http://rebccah.blogspot.co.nz/2012/03/using-ipads-in-centre.html?showComment=1332844284923

Chantel
http://chantellourens.blogspot.co.nz/2012/03/priceless.html?showComment=1332035410973

http://chantellourens.blogspot.co.nz/2012/03/laptops.html?showComment=1332214567908
http://chantellourens.blogspot.co.nz/2012/03/skype.html?showComment=1333260224138

Jessica
http://jessicamblog90.blogspot.co.nz/2012/03/jessicas-blog.html?showComment=1331975991064

http://jessicamblog90.blogspot.co.nz/2012/03/pirate-play.html?showComment=1333261703239

Ellisha
http://ellishasblog.blogspot.co.nz/2012/03/motorbike-with-infants-and-toddlers.html?showComment=1332232591418

http://ellishasblog.blogspot.co.nz/2012/03/cameras-with-infants-and-toddlers.html?showComment=1333263384726

Water in the sandpit

Water Tank and Tap

In my centre we had a situation with water in the popular sandpit. The children would always ask to use the water from the hose for their creations mostly for baking or using it with the trucks. It was hard to turn the hose off and on as the tap was far away, creating a problem for the children.

During mat time the children discussed what they could use to capture rain water so it was there for them to use when they next came to kindy. They talked about objects such as buckets, cups and even spoons. Te Whāriki states “growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). I explained to the children how some houses collect their water in a tank and how we could use this and a tap for our sandpit. Early Childhood Development and Hutt Valley District Health Board (n.d) “consider having a tap, or water source, close by so children can combine water and sand play” (p. 15). The water tank and tap are great non digital pieces of technology which allows children to continue their interest of water in the sandpit.

The tank was connected next to the sandpit which is able to catch the rain from the cubby house. The children were excited when they discovered it after coming back from the weekend. They found it has a tap to turn the water on and off. One of the children commented on how it was the same as the hose and their bathroom taps. My centre has taps where you press it once and the water gets distributed for a certain amount of time. The children were able to make this connection and recognise the material can be used in a range of situations for different purposes (Ministry of Education, 1996).

When the children first began using it, they found the tap was hard to master. Solving this practical problem meant the children had to use two hands or ask their friends to help, allowing them to gain confidence as they figured a solution (Ministry of Education, 1996). The children became familiar with what way to turn it and the strength needed, therefore developing their gross motor skills (Santrock, 2010).

Another challenge was after plenty of use the tap became stuck with sand, again making it difficult to turn, even for myself. I asked the children if they could think of a way to make it easier and one of the children began pouring water back over the tap. This proved to do the trick and now I always see children pouring water over it. They also facilitate each other when the other requires assistance to turn the tap which develops social skills and learning from one another (Santrock, 2010).

The children gain great mathematical skills exploring with the water in the sandpit. The New Zealand Curriculum (2007) believes mathematics is “different ways of thinking and of solving problems” (p. 26). While collecting water in the buckets, the children have to think about how much they need, when to turn off the tap, if it’s going to be too heavy for them to carry. The children absolutely love using and having access to water whenever they require it. “Children develop an understanding of the nature and properties of a range of substances, such as sand, water” (Ministry of Education, 1996, p. 90). The tap allows this to occur.

I encountered the water being used too quickly during the session. I wanted the children to understand water is an important material for the world and could be used for more needed situations such as droughts in summer or watering the plants. Although it was difficult to restrict this great experience of exploring and learning with sand and water away. I decided to make them aware of rationing the water, using it for purposeful play and turning off the tap once they were finished to not be wasteful but not discourage this play.

References

Early Childhood Development and Hutt Valley District Health Board. (n.d). 

              Developing Playgrounds in Early Childhood Environments. Retrieved on                21^st March 2012 from 

               http://www.lead.ece.govt.nz/ManagementInformation/EstablishingAnEC           

              rvice/EstablishingACentreBasedService/~/media/Lead/Files/Establishin       

               g/DevelopingPlaygroundsGuide.pdf

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New        

              Zealand: Learning Media.

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

Santrock, J. W. (2010). Lifespan development: international student edition (12th ed.). Boston, MA: McGraw Hill.

Image References

Problems and Follow up (2006). Sandpit maintenance. Retrieved on 21^st March  

           2012 from                 http://dufferinpark.ca/problems/wiki/wiki.php?

            n=Problems2006.SandpitM  aintenance

Computer

Digital Technology Computer

In my centre children have the opportunity to use software on the computer. The main piece of software used is a game with three different activities – memory, sequencing and matching.

Firstly when a child goes to use the computer, they need to turn it on. Children become familiar with the power button, enter button and the alphabet keyboard. Using the mouse helps with fine motor development and concentration. When it is turned on the children need to select the right account and type in the password. This is shown on an instruction sheet which children follow closely. Children learn the safety of having their own password. The New Zealand Curriculum (2007) states having this protocol in place helps children understand how important their own password is and how it can affect themselves, their peers, teachers and the centre. In the future the children will be more cautious and know the dangers of what other people can do to computers. My centre also has a programme to block any harmful websites for when we research topics on the internet for their emotional and physical safety.

Once the computer is set up, the children only use the programme loaded. I believe the computer could be utilised more with software that’s factored on it such as paint. Clements & Nastasi as cited in Roopnarine & Johnson (1993) believe “children impose their creative interpretations on computer activities” (p. 295). As the programme is a set result the children are unable to express themselves. I believe this is a large concern when their learning cannot be extended once completed the game. Our centre also uses the internet for furthering learning. If I don’t know something, together we can investigate the topic, broadening their sources of gathering information.

Children develop social skills as many children stand around the computer at one time. For example “taking turns, problem solving, negotiating, taking another’s point of view, supporting others, and understanding other people’s attitudes and feelings” (Ministry of Education, 1996, p. 70). The children assist each other when one doesn’t know what the game wants you to do. This facilitates children’s peer learning such as language (Arthur & Beecher, 2007). Although I do need to encourage them to figure it out themselves as this will further problem solving skills.

As there is one computer the children have to discuss who’s going next, compromise with the amount of time spent and help peer’s who do not know to use computers as well as others. Te Whāriki believes children gain the aptitude to “negotiate rules, rights, and fairness” (Ministry of Education, 1996, p. 62). When a child is at the computer and others want a turn I write a list of names and swap at regular intervals. I strongly believe in being equal to all children especially when there is only one resource for thirty children.

When a child’s on the computer, I sit next to them whenever possible. Therefore children are able to ask questions when they require support.  Roopnarine & Johnson (1993) believe minimal help and supervision is needed for simpler programs.  My centres programme can be challenging to children who haven’t had the same encounters out of the centre. Shade et al as cited in Roopnarine & Johnson (1993) also state “children are more attentive, more interested, and less frustrated when an adult is present” (p. 296). As the computer can only be used by one person, I think I can be close to the child but allow them to figure it out for themselves. I'd be near to give guidance before they show competence in using the computer. It would be benifical to spend my time productively with other children and activities that require my assistance.

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming          

               and planning in early childhood settings (4^th ed.). South Melbourne,        

               Australia: CENGAGE Learning.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New          

              Zealand: Learning Media.

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

Roopnarine, J., & Johnson, J. (1993). Approaches to early childhood education.(2^nd

                 ed.). Upper Saddle River: Prentice Hall

Image References

East Seals Washington Disability Serivces (n.d). Easter Seals Growing Years               

             Receives NAEYC Accreditation. Retrieved on 18^th March 2012 from            

          http://wa.easterseals.com/site/PageServer?pagename=WADR_growingy

            ears

Your visual guide to Alaska (n.d). Computer housework. Retrieved on 18^th March             2012 from http://www.alaska-in-pictures.com/computer-homework-4493-          pictures.htm

 



Digital Cameras

Digital Cameras

In my centre children have free access to use digital cameras by collecting them off the post. They are encouraged to use it to record their own and their peers interest and learning. When children take photographs they can learn skills for the future, explore the functions, take meaningful photos, download and ethics.

Children are curious when I use the camera and are intrigued to do the same. Children want to observe their environment through a new lens creating theories of how the world works (Ministry of Education, 1996). My centre had a children’s camera before it got broken. I believe this should happen again as children enjoyed taking their own photos often. I think it would beneficial  with the growing technological world if they had more opportunities to explore. Children will be able to “participate in society as informed citizens and give them access to technology related careers” (The New Zealand Curriculum, 2007, p. 32).

The first thing children learn is how to turn it on. I show children the functions they can use, such as zooming or deleting. The New Zealand Curriculum (2007) states exercising the “constituent parts of systems” develops understanding of how technology works and the reason behind the functions (p. 32). I should ask if they’ve used a camera before. Children may know the information and recall the past experiences themselves (Talay-Ongan & Ap, 2005).  This would make a stronger home to centre connection (Arthur, Beecher et al, 2005). I could communicate with parents whose child has an interest in photos where together we can extend their learning, such as making a story book.

 While children use the camera, many photos are taken. I believe guiding children to learn techniques of taking meaningful, keepsake photos is important to learn what photography is about. Children can focus on what their taking a photo of, process if it’s of interest to them and if they would review later on. I can do this by being present with the children allowing time to support. On the other hand I may view a photo as meaningful and a child has a different view. I need to encourage children to “…give reasons for their choices and to argue logically” (Ministry of Education, 1996, p. 89). I should be understanding and respectful of a child’s ability to make decisions (Ministry of Education, 1996).  This will demonstrate appropriate social behaviour and promote self confidence for the child.

I encourage children to download and print their photos from the computer. The children enjoy waiting at the printer and sticking the hard copy into their portfolios, which are on offer at any time. I believe I could encourage revisiting portfolios as it’s a great reflection tool that is sometimes not taken full advantage of. “A competent learner…reflects on tasks and accomplishments” (Mindes, 2006, p. 141). I believe the child should decide how the photos are displayed is a great way of using child directed activities and letting them decide how they want to revisit the photos. Talay-Ongan & Ap (2005) states memory development occurs when created mental images “linked together in a sequential and related order” (p. 71). I could let parents know their child’s experience, developing the connection between home and centre (Arthur, Beecher et al, 2005). It’s important as some children don’t always remember’ after their day but with prompt parents can be more communicative.  

I strongly believe children should have the opportunity to learn about other children’s rights in the classroom community (Mindes, 2006). This develops personal privacy skills and respecting others if they wish to not be photographed. The New Zealand Curriculum (2007) believes children should be aware of the “ethics, legal requirements, protocols, codes of practice, and the needs of and potential impacts on stakeholders and the environment” (p. 32). It’s important for me to explain rules, such as not taking photographs in the bathroom, explain why there are rules are in place and any consequences.

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming       

            and planning in early childhood settings (4^th ed.). South Melbourne,        

            Australia: CENGAGE Learning.

Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today teaching and learning in the kindergarten year (pp.107-115). Washington, DC: National Association for the Education of Young Children.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New

            Zealand: Learning Media.

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

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching                 young children. Southbank, Australia: Thomson Social Science Press

Image References

Best Kids Digital Cameras: A Quick Guide (n.d). Kids Digital Cameras: The PerfectGift For

              Your Child. Retrieved from http://www.squidoo.com/kids-digital-      camera-

          buyers-guide

Best Kids Digital Cameras: A Quick Guide. (n.d). What To Look For When Buying A Kids    

              Digital Camera. Retrieved from http://www.squidoo.com/kids-digital-            

         camera-buyers-guide



Hello group :D