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.
Hi Priya, new computers are drastically being used everywhere in the world today and yet children are becoming aware of the flat screen, mouse, computer games, digital pictures and other features of a computer. It was good to hear that this mentioned child was engaged in exploring the computer and the games in it most of the time. This means that he is becoming familiar of this technology, building cognitive skills and developing fine motor skills. The Ministry of Education (1996) also states that, “children gain experience in using computers” (p. 97). But if we look at him sitting at the computer all the time and not being engaged in any other activities, than this is where he stops to develop his gross motor skills or being actively engaged outside. For these reasons I do agree with you that yes children need to develop knowledge about technology but time limitations should be there. Definitely if teachers use technology as a babysitting tool than this is where children can experience adverse effects of technology like this child was unable to socialize and rather used computer all day. So I think we as educators should be wise in the decisions that we make for the use of technology in the centers today and have rules and limitations on the usage of it.
ReplyDeleteMinistry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.
Hi Priya, After reading your blog I thought that educators should think twice about the use of the television, as I do not agree that TVs should be used to babysit children as they get enough of it at home which is why it must not be used at the centre. I agree with others that children should really be playing outdoor activities or even engage with indoors activities. The environment offers opportunities for children to develop so many essential skills. For example, playing music “outdoors encourages shared joy and discovery of relationships, how body can mirror each other and how we can physically support each other’s movement and grow together”. (Arthur, Beecher, Death, Dockett, & Farmer, 2007, p. 405). I therefore agree with others comment that educators should think twice about having children occupied with the TV instead of getting physically active with proactive learning both inside and outside to support self-motivation in other learning areas.
ReplyDeleteArthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). South Melbourne, Victoria, Australia: Cengage Learning.
Hi Priya,
ReplyDeleteIts amazing to see the use of computers evident in Centre’s and that our children of today are getting the opportunity and access to such digital technologies. The use of technology in the early years will prepare our children about the usage of it, which they will generally be exposed to in their future. “Children gain experience in using communication technologies such as crayons, paint brushes, pencils, calculators, books and computers” (Ministry of Education, 1996,p.97).
During my time of preschool, we never got the opportunity to use or even see such digital technology in schools and in even in our homes as it was highly expensive and not used much widely in our society during those times. However, today digital technologies, especially computers have become a vital and most commonly used device in our homes and even in our Centre’s today. I believe that children can learn a lot from the computers. They build on their fine motor skills through using the mouse and keypads. They are also learning about the basic functions of the computer.
Although, there are a number of advantages of computers, I believe it limits physical movement and activities. I agree with you in saying that computers should not be used as a baby-sitting tool. Teachers must try and help children balance out their time in activities. It is important that we let our children be exposed to and allow the usage of modern technology in our centers, but physical and outdoor activities are highly important for their wholesome development as well.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Hi Priya. It was interesting to read your blog and the comments you got from others. I agree with what you said in Rogers’ statement that using technology should not replace play and other forms of exploration in a classroom. I think it is important to make the right balance of using technology and other activities. I also agree to your suggestion that teachers can use other methods to settle down children’s moods instead of using computers. I am at a kindergarten and work with children age four to five. Maybe my kindergarten is an extreme case as the limitation of computer use is only five minutes, once this time is exceeded the inside teacher asks children to leave or turn it off. I am not sure if that is the reason why the children in my kindergarten show much less interest in computers than in children in other centres I worked at. There is also an exception as children are allowed to use the computer for a longer time if they are with a supervisor such as at mat time or when researching something with a teacher. As Bhavna commented, the computer is part of our everyday life now. In early childhood settings it is not only for children’s activities, but we also use it for children’s learning stories, blogs (I remember from class that some centres use blogs for centre management) or communication tools with parents. Email may be an easier and faster way to communicate for busy parents. Te Whāriki (Ministry of Education, 1996, p. 45) states as in the exploration that children should encourage to gain the ability to represent their discoveries, using creative and expressive media and the technology associated with them.
ReplyDeleteReference
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.