Blog 3 Glue Gun
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.
Hi Priya! It is interesting how the glue gun became a part of technology but for children taking risks is part of their learning. I honestly believe that children can only learn from their mistakes by actually getting involved with problem solving and risky learning activity. I value the importance of taking risks and challenges in education where teachers support children’s learning. Risk taking and challenges that children are facing every day is part of their learning and development. Greenfield (2003) states, that “risks and challenges are part of everyday life, part of children’s play and necessary to their development and learning” (Greenfield, 2003, p. 5). Children are able to reflect on their work and to see what should be done to achieve better result next time he/she uses glue gun. Maybe next time he/she will be more cautious when using glue gun because she knows it is hot when in use, and sticky as well. This also states in Isenberg & Jalongo,(2006) “when we meet life challenges and resolve problems, we are being creative” with what we achieve as a result (Isenberg & Jalongo, 2006, p.17).
ReplyDeleteGreenfield, C. (2003). Outdoor play - the case for risks and challenges in children's learning and development. Safekids News, 5
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 (4th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall (pp. 3-37).
11. Hi Priya, it think glue guns are fabulous tool to have the centre’s today as it makes life easier by just pressing it and it sticks on to paper, wood, hard board. I myself adore this form of non technology as it helped me to save time waiting for glue stick or wood glue to dry. But a glue gun does instant job and we have to be quick to stick things on otherwise it get hard. Children were really curious to use this glue gun to do their art work. I even this in my centre that children do tell other children about their art work and also state that they had used the glue gun to make it. The Ministry of Education (1996) also agrees that “children develop their abilities to represent their discoveries using technology associated with them” (p. 88). It was informative to know that you have spotted the disadvantage of using glue guns in terms of the temperature. Yes it is true that it gets hot and we need to consider the children’s safety and well being (The Ministry of Education, 1996). Thus I think that it would be wise to facilitate children’s learning and be involved with them while using this glue gun or supervision is vital (MacNaughton & William, 2010).
ReplyDeleteReferences
MacNaughton, G., & Williams, G. (2010). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.
Hi Priya. A Glue gun is the good point to think about regarding non-digital technology in ECE settings. In my practicum place we rely on a glue gun for many tasks. Last semester another student teacher made a craft activity. She organised recycled containers and a glue gun to make an airplane, a helicopter, bicycles and other things that children wanted to explore. This activity kept running and children looked never seemed to get enough. To put a milk container’s lid to a plastic container there was no other workable possibility than to stick it with a glue gun. We reflected on the activity and how to teach children the quantity of glue to use with a glue gun because the sticks are expensive. But I found that it is very difficult for younger children of about three years to control their hand co-ordination skills. Often they presses too much and wasted glue. I think that these kinds of technologies create great opportunities to teach children how not to waste resources, energy, etc. To me this is very important. Often children tend to think resources are available with endless supply. In my centre for instance many children tear sellotape that’s much longer than what they need. I believe it is crucial for us as teachers to adapt to technologies and bring it into daily practice, but at the same time we need to teach children as the future generation to protect our nature and to reduce to resources that we use. As Mindes (2006, p. 110) emphasises, “the school experience is crucial in developing children’s social behaviours and values”. Today environmental education has become crucial for everyone.
ReplyDeleteMindes, G. (2006). Social studies in kindergarten. K today: teaching and learning in the kindergarten year (pp. 107–115). Washington, DC: National Association for the Education of Young Children.
Hi Priya,
ReplyDeleteIt was very interesting to read this blog on glue guns being a wonderful technology. Of course, we can class this tool as a technology as it makes our work much easier and faster at the center. I love technology as it brings about such change that makes work simpler and efficient. As you mentioned above, I believe that it is a great idea to let the children use the glue gun themselves with teachers just being there to supervise as it allows and prepares them to take risks in their everyday lives. At my Centre, teachers do not generally allow the children to use glue gun themselves as they think it is a safety concern. However, my thinking here is that the children will only learn through doing things themselves. It is important that teachers supervise and remind the children about the safety guidelines relating to it but not to interfere in their creativity and art or whatever they are doing. Brownlee, (2007) suggests that our children only need us to set up materials and maintain an environment, which can enable them to unfold their creativity. I believe that children would really enjoy given the opportunity to use such tools and would be able to create and originate beautiful art and collage work with the help of the glue gun.
Brownlee, P. (2007) Magic Places: the adults’ guide to young children’s creative work. (4th ed.). Waitakere, New Zealand Playcentre Federation.