Monday, October 18, 2010
References
Note: Could not follow correct referencing as formatting was not possible to indent subsequent lines.
Isenberg, J. P. & Jalongo, M. R. (2001). Creative expression and play in early childhood (3rd edition). Upper Saddle River, NJ: Prentice Hall.
Manukau Institute of Technology. Education and Social Sciences. (2010. Semester Two). People, places, things and events. [Course Handout]. Manukau City, New Zealand:Melanie Wong
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, D.C.: National Association for the Education of Young Children
Ministry of Education. (1996). Te Whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media
Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999
Stuhlman, D. (2010). Stuhlman Managment Consutants: Knowledge management terms. Retrieved from: home.earthlink.net/~ddstuhlman/defin1.htm .
Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Victoria, Australia: Thomson Social Science Press
Reflection Five - Final Last Words!
Technology in Early Childhood
Well I started off this blogging experience a little bit confused, a little bit frustrated and a lot more lost! I had never blogged before so this was a very new subject for me and found the actual setting up of the blog account more difficult than the actual adding of the reflections. So now I am glad that I am near completion and have successfully completed my blog and can add 'Blogging' to my CV!
In this reflection I will firstly talk about the learning I gained from the feedback to my blogs and then I will discuss and evaluate my overall experience. So, the feedback was quite a tricky task. To give critical feedback to classmates blogs was rather difficult and new to me. I tried to give suggestions on what will happen next and how the writer was going to extend on this experience. When reading the feedback on my blogs, they were very positive and affirming but feel that the comments didn't really critique my reflections. Sorry guys, but I would have liked some suggestions on what I could do next to extend the experiences I provided for the children. I know that there are many different directions I could take but some inspiration to be able to take it in a direction I may not have thought of before was what I was hoping for. The only real learning I believe I gained from the comments was realising how hard it was to critically analyse my classmates work!
Moving on to discussing my overall experience. As in my first paragraph I started out rather nervous about the task ahead but nearing the end I have really enjoyed the actual feeling of satisfaction I have felt by learning how to blog. I am sure this is how the children feel when they laminate or take pictures with the camera and see their finished product. I also now understand what technology actually is. I once thought technology was everything that was electrical based, I didn't realise or really think about that technology was everything that made our lives easier eg pegs, measuring cups, hammers, nails etc and the different areas these types of things are grouped into. Biotechnology, Electronics and Control, Food, Information and Communication, Materials, Production and Process, Structures and Mechanisms are the technological areas developed for school curriculum (Manukau Institute of Technology, 2010). The significance of people, places, things and events in children's learning is huge as early exposure to technology
"influences the way children acquire and represent informal notions of mathematics
and science. It is a tool, a medium, for providing possibilities and opportunities
for children and is viewed as a resource for encouraging children to make meaning
and to engage in life-enhancing relationships" (Talay-Ongan & Ap, 2005, p. 226).
The world we live in is a "world that people have created and changed through technology" (Smorti, 1999, p.5). Te Whaariki states that in order to participate in this world, our children will need confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills. Technology is very important and it is our job as teachers to make sure we are adequately equipping our children for their future.
"Technology is a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments"
(Smorti, 1999, p.5)
Well I started off this blogging experience a little bit confused, a little bit frustrated and a lot more lost! I had never blogged before so this was a very new subject for me and found the actual setting up of the blog account more difficult than the actual adding of the reflections. So now I am glad that I am near completion and have successfully completed my blog and can add 'Blogging' to my CV!
In this reflection I will firstly talk about the learning I gained from the feedback to my blogs and then I will discuss and evaluate my overall experience. So, the feedback was quite a tricky task. To give critical feedback to classmates blogs was rather difficult and new to me. I tried to give suggestions on what will happen next and how the writer was going to extend on this experience. When reading the feedback on my blogs, they were very positive and affirming but feel that the comments didn't really critique my reflections. Sorry guys, but I would have liked some suggestions on what I could do next to extend the experiences I provided for the children. I know that there are many different directions I could take but some inspiration to be able to take it in a direction I may not have thought of before was what I was hoping for. The only real learning I believe I gained from the comments was realising how hard it was to critically analyse my classmates work!
Moving on to discussing my overall experience. As in my first paragraph I started out rather nervous about the task ahead but nearing the end I have really enjoyed the actual feeling of satisfaction I have felt by learning how to blog. I am sure this is how the children feel when they laminate or take pictures with the camera and see their finished product. I also now understand what technology actually is. I once thought technology was everything that was electrical based, I didn't realise or really think about that technology was everything that made our lives easier eg pegs, measuring cups, hammers, nails etc and the different areas these types of things are grouped into. Biotechnology, Electronics and Control, Food, Information and Communication, Materials, Production and Process, Structures and Mechanisms are the technological areas developed for school curriculum (Manukau Institute of Technology, 2010). The significance of people, places, things and events in children's learning is huge as early exposure to technology
"influences the way children acquire and represent informal notions of mathematics
and science. It is a tool, a medium, for providing possibilities and opportunities
for children and is viewed as a resource for encouraging children to make meaning
and to engage in life-enhancing relationships" (Talay-Ongan & Ap, 2005, p. 226).
The world we live in is a "world that people have created and changed through technology" (Smorti, 1999, p.5). Te Whaariki states that in order to participate in this world, our children will need confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills. Technology is very important and it is our job as teachers to make sure we are adequately equipping our children for their future.
Sunday, October 17, 2010
Reflection Four - Using the Camera!
If you have been reading all my blogs, or even just looking at the pictures or comments, you will have read Blog 1, where the children where using 'The Machine' to laminate their pictures. I had my camera with me and was taking photos of what was happening. L asked me if he could take photos of B. L has used my personal camera before and new what to do so away he went, clicking away and telling B to, "look at me B, [I'n] taking your photo!" B said, "I can't I'm doing the machine, just take it!" L wasn't worried that B wouldn't look and took pictures anyway. L would take a few and then pushed the buttons to look back and see what pics he had taken. When B finished his turn of laminating he turned and said to L, "I've finished take a picture now L." L went over and set the camera up again, he told B to hold his picture up so he could take the photo. Both boys went and looked through all the pictures that L had taken then they took turns taking photos of each other. The photos that the boys took that morning were all printed out and put into learning stories. They were very proud of the pictures that they took and now we have a kids camera for our room and the children get to take turns using the camera and taking pictures of the things that interest them.
I believe that this is only the beginning of the technology journey for these two boys and as a Teacher I have now the responsibility to extend their learning and provide meaningful experiences and make memories for them. Whether this is by making a photo album with them or having their own gallery in the classroom, it will be up to the boys to decide what they would like to do. I will give them ideas and assist them when needed. By doing this and allowing the boys to chose their own direction, I am providing and environment where there is “an expectation that they take responsibility for their own learning” (Ministry of Education, 1996, p.84). Camera's are apart of everyday life in a preschool as pictures validate the child's learning in the learning story's that we do. The pictures also help a child to recall that experience as their literacy skills are not yet sufficiently developed in coping with reading the story independently. MacNaughton & Williams (2004) agrees that, “The ability to recall something relies on our ability to bring things back into our memory that we have known or experienced in the past” (p.173). Photos are a great way of recall for children. A camera can invite new ways of expressing ideas and promote creative thought that is appropriate for all children (Isenberg & Jalongo, 2001). Technology plays a very big part in children's learning and as they acquire new technology and social science knowledge and skills they are developing their own perspectives as well as the capacity to continue learning in these areas.
Reflection Three - Cooking
Food TechnologyBaking Day is a favourite with my preschool children and today we are making gingerbread men! The story of the Gingerbread Man is one of S's favourite stories and this interest was found when the Team Leader went to S's house for a family visit. At home, S is read this story often. Since this visit we have been reading the story over and over in class, singing the gingerbread song and doing the dance that we have on CD. So the next extension of this interest was to make gingerbread men ourselves!
The children worked in groups of three and each took turns to measure ingredients, pour ingredients in the bowl and mix them altogether. It was time to knead the dough but the mixture was sooo sticky so we had to add more flour. It was very hard to roll out the mixture and use the cookie cutters as the dough was still sticky and stuck to everything! B and L added more flour and used the cookie cutter to make their gingerbread men. They only ended up making one shape each as they said it was too hard to do because the dough was too sticky. Oh dear! What shall we do now? We kept adding more flour to the mixture and then B and L decided we could roll the dough into balls and make gingerbread balls. It wasn't quite the gingerbread men shapes we were originally aiming for but in the end they tasted very yummy indeed!
Cooking, as Smorti (1999) states, is a "technological activity used to meet children's learning needs" (p. 6). The purpose is to produce food and is also a creative process eg my end product may be quite different from your end product! When children cook they use a range of skills during the process for example learning to hold the bowl and spoon at the same time and mixing the ingredients together. Maths enters the equation when you measure out the quantities of the ingredients to be used. Social skills are being extended when working in groups and communication is a big part of this type of activity when the children talk to each other and discuss what is happening, assigning jobs and sharing equipment. When recipe's are used, reading comes into play, reading the pictures to represent words and letter/number recognition.
Technology played a big part in this experience and was especially significant for child S. It was connecting the centre to home which was relevant for S and shows that she is important and affirmed. Ministry of Education (1996) talks about the preschool environment and how we are to affirm and extend these connecting links also (p. 56). Technology provided the products and resources to do the cooking and knowledge, skills were combined to help solve problems eg dough being sticky. Another important aspect of this experience is the social aspect and the significance it has on a child's learning and development. Mindes (2006) states, "social studies is the exploration of people's interactions in and with their social and physical environments" (p. 107). The children learn about working with others and the sharing and compromise that takes place within these settings. The understanding and skills that a child develops from these cooking experiences helps to "enable themselves to participate in society as informed, confident, and responsible citizens" (Manukau Institute of Technology, 2010, p.3).
The theory behind why teachers do what they do is critical to best practice and developing teacher's knowledge. When I asked the children why are we cooking today their replies are a bit different, "Because it's fun and we love eating!"
.Technology played a big part in this experience and was especially significant for child S. It was connecting the centre to home which was relevant for S and shows that she is important and affirmed. Ministry of Education (1996) talks about the preschool environment and how we are to affirm and extend these connecting links also (p. 56). Technology provided the products and resources to do the cooking and knowledge, skills were combined to help solve problems eg dough being sticky. Another important aspect of this experience is the social aspect and the significance it has on a child's learning and development. Mindes (2006) states, "social studies is the exploration of people's interactions in and with their social and physical environments" (p. 107). The children learn about working with others and the sharing and compromise that takes place within these settings. The understanding and skills that a child develops from these cooking experiences helps to "enable themselves to participate in society as informed, confident, and responsible citizens" (Manukau Institute of Technology, 2010, p.3).
The theory behind why teachers do what they do is critical to best practice and developing teacher's knowledge. When I asked the children why are we cooking today their replies are a bit different, "Because it's fun and we love eating!"
Monday, October 11, 2010
Reflection Two - Washing Line
Materials Technology
So, we carry on from the last blog and see what the children are up to, remember? We finished laminating our pictures and are ready to hang them on the washing line. I placed all the pictures out on a table in the morning and as the children came to class and sat down we started to recall what we had done and what we were going to do. This experience helps memory, language skills and develops interactive skills also.
Next the children chose what wool we were to use and we tied it up just outside our classroom door, under the shelter, as it was raining outside. I placed a container of pegs next to the pictures and let the children go for it. They needed no prompting and proceeded to hang the pictures. I noticed that some of the children were having trouble pegging. One child was using the peg upside down and another child was having difficulty pegging the paper to the wool washing line. I decided to take it back a step. I started to ask questions eg, "What is this?" "I don't know?" came the reply. I was surprised at this answer as I had assumed that everyone knew what a peg was! So I explained what it was and how it worked. I made the connection between preschool and home by saying that this is what we use to hang our clothes. We talked about what other ways we could use a peg and if they had pegs at home. Demonstrating, describing, suggesting and questioning took place during our conversations and encouragement, praising and helping also was implemented so the children felt recognised for the achievement they had made when they pegged.
You may not necessarily think that a peg is technology but remember the quote in my first blog? Technology is everything that helps us act and think better. The peg definitely makes hanging things a bit easier! When we think of technological experiences it is often the 'doing' that is important rather than the 'product' (Smorti, 1999, p.6). The children had to problem solve, talk about what and how to peg and also think about the use of pegs in their own home. Doing the actual pegging required a fair amount of fine motor skills in using the pincher grip to squeeze the peg open and co-ordinationskills to get the paper and wool close together so that the peg would hold both. Pegging seemed such a simple thing for me but the children really made me realise that as an adult I should not take these things for granted and assume just because I think a child should know something, that they actually do. Providing this type of experience where exploration of tools and materials is developed, provides an "environment where children gain confidence and control of their bodies" (Ministry of Education, 1996, p. 86).
I wonder where our technology journey
will take us next.......
Reflection One - Laminating
Information and Communication Technology
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1) Putting picture into the laminating sheet. |
Technology is the set of tools both hardware (physical) and software (algorithms, philosphical systems, or procedures) that help us act and think better. Technology includes all the objects from basic pencil and paper to the latest electronic gadget. (Stuhlman, 2008, p. 5).
Today we are using the laminating machine and this is what happened when two boys showed particular interest in what they called, "The Machine!" Earlier in the week we had drawn some pictures that the children decided were going to hang on our home made washing line. This came about as we have been reading 'The Washing Line' story in our mat times, which the children loved. I told the children that the pictures may need to be laminated so that they would be protected from the weather when hung outside, they didn't know what the laminating machine was so this prompted another learning experience. Te Whariki states that “Equipment should be provided for scientific, mathematical and technological learning” (Ministry of Education, 1996, p.83). This was an opportune time to provide technological learning.
Today, I put out the laminating machine, laminating sheets and the drawings done earlier and waited for someone to take interest. L came first and asked what the machine was and if he could try it so I reminded him about the pictures that we had drawn earlier and what we were going to do with them. He wanted to do it by himself so I showed him how and away he went. 'B' joined him and they both took turns laminating the pictures. Both boys found it difficult to separate the laminating sheets and as much as they tried, couldn’t separate them so I started to open the sheets and the boys did the rest. After we laminated lots of pictures, we ran out of laminating sheets much to the disappointment of the children and we had to finish the job. The boys then spent time looking at all the pictures and asking who drew them and talking about what the pictures were.
Both boys happily co-operated with each other and took responsibility to show other children how to work 'The Machine'. The boys were very particular about the way they did things and the procedure they took and were quite confident to let the other children know it wasn’t their turn yet! Both these boys have a very keen interest in technology and have gained lots of confidence in it's use including camera's and the photocopier. They know that 'The Machine' is a laminator and what it does, that it gets hot, protects the work that they do and takes a long time to heat up but they still prefer to call it 'The Machine!" Isenberg Jalongo & (2001) state that "when children play with technology, they have many opportunities to determine the outcome of their play through the use of a variety of symbols" (p. 321). The drawings were now ready to hang on the washing line - but how are we going to do that?
Today we are using the laminating machine and this is what happened when two boys showed particular interest in what they called, "The Machine!" Earlier in the week we had drawn some pictures that the children decided were going to hang on our home made washing line. This came about as we have been reading 'The Washing Line' story in our mat times, which the children loved. I told the children that the pictures may need to be laminated so that they would be protected from the weather when hung outside, they didn't know what the laminating machine was so this prompted another learning experience. Te Whariki states that “Equipment should be provided for scientific, mathematical and technological learning” (Ministry of Education, 1996, p.83). This was an opportune time to provide technological learning.
Today, I put out the laminating machine, laminating sheets and the drawings done earlier and waited for someone to take interest. L came first and asked what the machine was and if he could try it so I reminded him about the pictures that we had drawn earlier and what we were going to do with them. He wanted to do it by himself so I showed him how and away he went. 'B' joined him and they both took turns laminating the pictures. Both boys found it difficult to separate the laminating sheets and as much as they tried, couldn’t separate them so I started to open the sheets and the boys did the rest. After we laminated lots of pictures, we ran out of laminating sheets much to the disappointment of the children and we had to finish the job. The boys then spent time looking at all the pictures and asking who drew them and talking about what the pictures were.
Both boys happily co-operated with each other and took responsibility to show other children how to work 'The Machine'. The boys were very particular about the way they did things and the procedure they took and were quite confident to let the other children know it wasn’t their turn yet! Both these boys have a very keen interest in technology and have gained lots of confidence in it's use including camera's and the photocopier. They know that 'The Machine' is a laminator and what it does, that it gets hot, protects the work that they do and takes a long time to heat up but they still prefer to call it 'The Machine!" Isenberg Jalongo & (2001) state that "when children play with technology, they have many opportunities to determine the outcome of their play through the use of a variety of symbols" (p. 321). The drawings were now ready to hang on the washing line - but how are we going to do that?
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| 2) Feeding through the machine! |
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| 3) Nearly done! |
Tuesday, August 17, 2010
What's it all about?
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| "The beautiful thing about learning is that no-one can take it away from you" B.B King |
My first assignment is to create a blog to evaluate the significance of people, places, things and events on children's learning and development. I will be posting 5 Reflective Blogs evaluating children's learning and will also make contributions to 5 other students blogs and at least 2 contributions to the course blog.
I hope you will enjoy my posts!
Tuesday, August 3, 2010
Welcome, Haere Mai, Namaste, Bula.......
Hellllooooo fellow bloggers - tis I Marshall, Debbie Marshall, shaken not stirred!!!!! This is my first attempt at a Blog and I must say I am very confused still. Oh well, all a learning curve and I am sure my confusion will subside over time...
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