Technology for Kiddies: August 2012

Glue gun is one of the non digital technologies that children in my centre love to do while constructing. The children were busy constructing the blocks together to make a model of a bus. They were given the glue gun to use but under strong supervision. To avoid taking risk, I asked the children to be careful handling with the hot glue flowing from the gun as they may burn their fingers. Sometimes I feel that children should not be given such technology to use as it is too risky and children might burn themselves. On the other hand I think that this kind of technology will enable the children to take risk so that their confidence level and ability to solve problem increases, and they learn to think about others safety and themselves at the same time (Clark & Grey, 2010). “Children need more strengths and skills, and extended periods of training/ practice in the use of tools and techniques” (Fleer and Jane, 2011, p.99).While constructing the blocks, the children took turns among themselves and shared the glue gun. While supervising, I observed how they hold the glue gun tightly with their hand and press the trigger to let is flow. According to Ministry of Education (1996) the use of this technology advocates children to become confident and competent learners. When the bus could not stand on the table, the children realised that they have used the wrong material for the wheel so they quickly used the glue gun to substitute it with bottle lids. The children worked out a series of problems in a process of making a bus model. Here I can say that non digital technology (glue gun) has helped the children to be creative which has enabled the children to see their needs by the development of products (Smorti, 1999). Experiences and interactions with peers and adults allow children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems (Ministry of Education, 1996). Thus, non digital technological tools such as the hot glue gun has helped the children to solve problems more efficiently as it would have been difficult to join the blocks together to make a bus model and they did not had to use hammer and nail which could have been a long process. I noticed that with the assistance of glue gun, it could develop children’s practices ability in order to support their physical development such as children can increase their fine motor control and co-ordination by using tools, such as press the trigger of glue gun and learn how to control it properly by their finger. They have learnt to share, take turns and interact with their peers. I believe that glue gun is a technology that gives children a creative environment that supports children’s creative skills as they start to designs their work with different materials and fabrics. Later children combine small objects to get one new outcome which provides fun, play, as well as their learning. After observing children using non digital technologies to solve problems without adults help, there is no doubt that these children may become our future technologist.

References

Fleer, M., & Jane, B. (2011). Design and technology for children (3rd ed). Frenchs Forrest, Australia: Pearson Australia.

Clark, B., & Grey, A. (2010). Perspectives on early childhood education: Ata kite ate pae-Scanning the horizon. Rosedale, Auckland, New Zealand: Pearson.

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

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

Monday, 20 August 2012

Computer

Computer has become an important part of everyday life in the twenty-first century. Today most of the families, teachers and young children use this technology to solve their problems to make their work easier and faster. Child ‘C’ is a new child in my centre. As soon as mum drops him to the centre, he starts to cry. To make him settle down, the centre staffs takes him to the computer table and allows him to watch cartoon or play computer games to divert his attention. As soon as child ‘C’ sees the computer, he stops to cry and starts to enjoy playing computer games. Mums gets happy as her child is no longer crying, the teachers gets happy as their problem is solved by not spending too much time settling child ‘C’ down and Child ‘C’ also gets happy as he gets computer to play games now. He uses his small little fingers to move the mouse around and click buttons to see different options. Santrock (2008) suggests that Piaget looked children as little scientists because they explore and learn on their own experience. Children develop in the way they learn to adapt to the environment around them and demonstrate their intelligence through their adaption to the world. He has become so fond of computer games that he would not go outside to play with other children. The teachers in the centre have found a new way of using computers as a tool to solve their problem of settling children. In one way children learn the basic functions of the computer and related technologies such as they develop techniques for handling and controlling various input devices, and become increasingly confident and independent of using it. Children’s learning with technology goes beyond developing skills such as when using mouse, children increased hand–eye coordination. It also offers opportunities for learning through exploration, creative problem solving, develop self-guided instructions, confidence, and supported independence. It also has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn (Plowman, 2006). From my point of view, I think young children’s involvement in technology can negatively impact their learning and development. For example in case of child ‘C’, he is not engaged in outside activities such as play, therefore he is missing out some important fundamental movements and physical development in his life. He also misses out on the opportunity to socially interact with his peers and teachers. This supports Rogers (2011) statement that “the use of technology should not replace play and other forms of exploration in a classroom”. Secondly I think that the teachers in the centre should not use computer as a baby sitting tool believing that children are better off sitting in front of computer. It will be a good idea if the teachers use other methods of settling down children which interests the child such as reading a picture story book. According to Te Whāriki the introduction and use of ICT by children and adults in early childhood education should be grounded in a clear understanding of the purposes, practices, and social context of early childhood education (Ministry of Education, 1996). I think the centre should use the balanced approach to balance the learning and development of children regarding the use of computer such as a time limit where the children will have equal opportunity to learn and spend time in other different curriculum areas rather than focusing only on computer.

References

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

Plowman. (2006). Supporting learning with ICT in pre-school settings. Retrieved from Online: http://www.tlrp.org/pub/documents/no15_plowman.pdf

Santrock, J. W. (2008). Lifespan development (11th ed). New York, United States of America: Mc Graw-Hill.

Wednesday, 15 August 2012

Digital Video Camera

Digital video Camera

Child ‘A’ went to Australia with his family to attend a wedding during the recent two weeks school holiday. While in Australia, he performed an Indian dance on the mehendi night (night before wedding). His brother recorded his performance in a digital video camera and also took some of child A’s photos while touring Australia. When Child ‘A’ returned to the centre, he asked the centre manager if he could bring his digital video camera to the centre to share his visit. He was given the opportunity to share his experience by showing his photos and performance through his video camera to the teachers and children at mat time. Through his experience, the teachers and children were able to see a different side of child ‘A’ as he is a very quite boy and they had not seen him dancing and expressing himself in this way before and also taking a leading role during mat time. Through video camera, the teachers and children were able to experience Australia by watching some beautiful scenes and pictures that they had not seen before. This technology made it easier for the teachers and other children to see child ‘A’ engaged in real life experiences. They have also seen some enjoyment of child ‘A’. After watching child A’s experience on the video camera, the other children also wanted to use video camera to record their experience within the centre. Since the centre had four video cameras for the children, the teachers gave each set of camera in a group of five children to share. The benefit of using the digital video camera gives the children the opportunity to take their own and friend’s pictures. The use of video camera strengthens and supports family involvement in children’s learning such as
in my centre the teachers are taking videos of the children while learning, and then provide online access for parents to view their children’s progress. Later parents can use these videos of their children at home to model what they see.

From my point of view, I think that technology is important for children in early years. According to Druin (2009) “most young children aged from birth to five years are growing up in media-rich digital environments in which they engage actively from a very early age”. Digital video cameras provide children firsthand visual clues for developing self-concept and understanding their role in social interactions with peers. This technology also provides children with the ability to enquire, explore, and generate their working theories for making sense of the world around them (Ministry of Education, 1996). Children had opportunities to explore, question, take part and make sense of that which is known. According to The New Zealand Curriculum (2007), “through the technological Knowledge strand, children develop knowledge particular to technological enterprises and environments and understandings of how and why things work”. For example how does digital camera function such as capturers photos and records the voice and movement. Children also increased their fine motor skills and turn taking skills while using this technology. Digital video cameras further enrich the children’s connection to the world outside of school. According to Te Whāriki, He Whaariki Mātauranga mo nga Mokopuna o Aotearoa “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996). Smorti (1999) states that the use of video camera is providing children with variety of ways to communicate their ideas, thoughts, and feelings. It also allows children to engage in self-directed exploration either indoor or outdoor. The use of the video camera has provided children with opportunities and methods that have helped them to become more engaged and enabled them to consider their existing interests in new ways. For example science, in particular, was an area that saw significant development in the way that children were able to engage with and develop their science knowledge and exploration through technology (Shah, nd).

References

Druin. (2009). Mobile technology for children: designing for interaction and learning. Unites States of America: Morgan Kaufman.

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

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

Shah, G. (nd). ICT in the early year: Balancing the risk. Retrieved from Online: http://www.ejournal.aiaer.net/vol21209/17.%20Shah%20&%20Godiyal.pdf

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

Wednesday, 29 August 2012

Hyperlinks

Wednesday, 22 August 2012

Glue Gun

Monday, 20 August 2012

Computer

Wednesday, 15 August 2012

Digital Video Camera