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.......