Reflection Three

Experimenting Toddler

21^st March, 2013

In my role as a student teacher in the centre, I have many learning opportunities to interact with children indoors and outdoors. As we all live in a world full of technological awareness. The children are aware of all the latest technological gadgets available around them and thus the centres are keen on providing children with the opportunities that technology provides. The exploration strand of Te Whāriki, state that, “children use a variety of technologies for different purposes as they explore their world (Ministry of Education, 1996. p.98)”. I would like to term a recent attempt to problem solve as technological experimentation by a toddler.

During the afternoon session I was outdoors with the toddlers when I noticed ‘R’ who is super active and physical toddler trying to climb up the tyres. We have two big tyres tied together. `R’ was lying on his tummy on the tyre and then started to pull his body upwards in an attempt to climb. As Wood & Attfield, 2005, state “children actively seek knowledge and skills beyond their current level (p.119)”. When `R’ saw me nearby he called up for help, as one of my strategy with toddlers is to encourage independence I suggested that he should make a few attempts. According to Te Whāriki, “toddlers thrive on opportunities and on being encouraged into exploration and creativity (Ministry of Education, 1996. p.23)”.  Allowing children to solve their problems during play empowers them to take care of their behaviour and actions. Too much adult interference during play would spoil the fun and turn the course of play. It is observed that the chances for infant and toddler success are higher when parents or adults interfere less (Power, 1985).

After a few attempts `R’ pulled a chair, the other teacher in the outdoor stopped him from using the chair for climbing.  Keeping in line with what the teacher said I suggested to `R’ to look around for things he can use to climb. `R’ looked around and ran up to the other end of the outdoor to get a milk bottle crate. The New Zealand Curriculum (2007), “students learn to be innovative developers of products and systems (Ministry of Education. p. 17)”. I wanted to see how he used the crate to climb up. To my surprise he placed the crate away from the side where there is a big hole with no support. In a few seconds he was up the tyre and calling everybody to look at him. According to Smorti, (1999), the simplest definition of technology is, helping people and solve problems and thus this experience I believe is associated with technology. Smorti, (1999) further states that, “technology is creative and purposeful activity aimed at meeting needs and opportunities through development of products. Knowledge skills and resources are combined to find solutions, and there may be more than one solution to the problem (p.6)”. Further this is related to technology as it was a purposeful activity – to climb up the tyre. `R’ used his knowledge to solve the problem. `R’ used physical skills like pulling his body upwards in an attempt to climb, ran to the other end to get the crate. `R’ used his social and emotional skills by listening to the teacher but at the same time dealing with a `no’ reply without getting upset in his attempt to get the chair. `R’ used the resources available in the outdoor thus doing what was necessary to problem solve (Smorti, 1999). 

Look at me

To conclude New Zealand curriculum states, “adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative (Ministry of Education. p.32)”. My learning during this experience is to allow children time to make their own attempts and decisions at a task rather than rushing to help. Children are capable to solve problems with the support and guidance of an encouraging adult. This experience provided encouragement to `R’ and motivated other toddlers to climb the tyre and face more demanding physical challenges.

References

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New  Zealand: Learning Media.

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

Power, T.G. (1985). Mother and father-infant play: A developmental analysis. Child Development, 56, 1514-1524.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Wood E. & Attfield J. (2005). Play, learning and the early childhood curriculum. (2^nd ed.) London, Paul Chapman Publishing.

Reflection Two

Reflection Two

Computer World 

In my centre computers are placed at children’s level and are readily available for exploration, as Johnson, 2005; Mayesky, 2009; Retting, 1998, state, centre’s should provide a variety of play materials with different levels of complexity, as well as time for exploration. These computers have arts, social science, music and movements software, thus integrating computer technology into teaching and learning. “Also age appropriate software maximizes children’s learning by enhancing their inventive thinking, self-expression, team work and creation of high quality products, all of which are essential skills for the twenty first century (Haugland, 2001; NAEYC, (1996b)”. As we all know toddlers are curious learners and like to explore and as such the material and resources that are provided should reflect their expanding world, community, culture and their increasing interest in all subject areas; and promote problem solving (Copple & Bredekamp, 2006).

I was in the outdoor area with the children and saw ‘Z’ looking up at the sky. She came up to me and said, “Look moon”. I was confused, if I should agree with her or disagree as we normally teach children that we see sun at day time and moon at night. As Te Whāriki, states adults should be consistent, reliable, and realistic in their expectations and responses (Ministry of Education, 1996. p.55)”. I wanted to provide ‘Z’ with an honest and consistent reply, so I questioned and asked if she has seen the moon before during day time.  I informed ‘Z’ that we have to find the answer by going on the computer. Once indoor we went to the computer to find the answer.  Tsantis, Bewick & Thouvenelle, (2003) suggest  that, when teachers are unfamiliar and un engaging in the process of helping children, and  reflecting on what children are learning while using the computer, they are seriously diminishing the value of technology. When we went online on a laptop I made sure that children knew that this was a computer. Just like the computer they use, but this laptop was smaller and has other programmes for adult use. Technology helps children to expand their understanding about a topic or reinforce concepts they already learned. (Tsantis, Bewick & Thouvenelle, 2003).

The learning that happened in the outdoor was based on the disposition of curiosity. This was an inquiry into science about how the moon and sun rotate around the earth.  `Z’ had shown questioning skills, and ability to question the concept she already knew. When technology was used to answer that question children were made aware that technology can be used in different ways to solve problems. According to the communication strand of Te Whāriki, “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books, and computers (Ministry of Education, 1996. p.97)”. For me as an educator it was necessary to provide basic computer awareness to the toddlers, as observation and investigation by Wheatley (2003), discuss the long term affects on preschool children with and without computer experience. Data confirmed noticeable positive differences for the children who had the opportunity to use computers appropriately. They exhibited increased comfort in using computers and greater understanding of how to use computers in a more purposeful way in their learning, as compared to the children who did not have the opportunity.   

I was able to relate the learning in the outdoor to a technological context as New Zealand curriculum (2007) states, “knowledge and skills are learned in context. By offering a variety of contexts, teachers help their students to recognise links and develop generic understandings (p.32)”. I was particularly not keen on using computers with toddlers, as I did not want them to get addicted to computers. The reason being a mother of two teen aged children I have seen them using computers all the time. I want them to enjoy outdoors at this age, but as we are living in a technological society children are keeping up with time. But when I used a computer to resolve the query I felt that computers are easy access and hassle free to operate for all ages.

Reference

 Copple, C., & Bredekamp, S. (2006). Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Washington, DC: National Association for the Education of Young Children.

Haugland, S. (2001). What role should technology play in young children’s learning? Part 2.  Early childhood classrooms in the 21^st Century: Using computers to maximize learning. Young Children, 55(10, 12-18.

Isenberg, J. & Jalongo, M. (2010). Creative Thinking & Arts-Based Learning -Preschool Through Fourth Grade. 5^th (ed.). NJ. Person Education, Inc.,

Johnson, J., Christie, J., & Wardle, F. (2005). Play, development and early education.Boston: Pearson Education, Inc.

Mayesky, M. (2009). Creative activities for young children (9^th ed.). Clifton Park, NY: Delmar/Cengage Learning.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New  Zealand: Learning Media.

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

National Association for the Education of Yong Children. (1996b). Position statement: Technology and young children – ages three through eight. Young Children, 5(6), 11-16.

Retting, M. (1998). Environmental influences on play of young children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 189-194.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

Wheatley, K.F. 2003. Increasing computer use in early childhood teacher education: The case of a “computer muddler.” Contemporary Issues in Technology and Teacher Education 2 (4): 12.

Reflection One

                             CAMERA TRICKS

8^th March, 2013

During the afternoon session `L’ came to me asking for a camera. He insisted and showed me where the camera was. I took the camera and wanted to show him how to operate it.  To my surprise `L’ already knew how to operate the camera. As Smorti, (1999) states, “there is an increasing awareness of the technological world that we live in”.  My assumption about the technological awareness of `L’ was prejudiced, as I was undermining the technological era these children are growing up in. As rightly observed by Smorti, (1999), early childhood educators need to broaden their understanding of technology and continue to extend the knowledge and skill base, if they are to scaffold children’s learning in technology.  

I took this opportunity to scaffold and model the right techniques of using the camera.  Seefeldt, (2005), suggests that, “early childhood education students should take advantage of the learning opportunities that come up each and every day in children’s lives. Nothing sparks children’s desire to learn more than investigating things they already know and care about”. `L’ showed interest while I modelled how to hold the camera and talked about the different features this camera had. We looked at how to zoom in and out and make an image bigger and how he should hold a steady hand while clicking. `L’ clicked a few photos and wanted to view the images. Looking at the images and getting feed back on his achievements boosted `L’s self confidence. He called his mates ‘C, J & R to come and have a look at the images. As per Te Whāriki, “Feedback to children on their learning and development should enhance their sense of themselves as capable people and competent learners (Ministry of Education.1996.p.30)”.  The children were excited and wanted to have an opportunity to experiment and explore the camera.  According to Isenberg & Jalongo, “toddlers prefer materials which make sound movement and a camera is best example for that (2010.p.285).” As this camera belonged to the centre, one of the teachers suggested that we put it away as it was the only camera available for taking photographs. It was disappointing, as to develop knowledge, skills, and understanding about technology and to foster children’s interest, enthusiasm in learning children need hands on experiences. 

Toddlers like to feel objects, look at them closely and question it before they use it. I strongly believe in allowing children time to explore and acquire knowledge which is based on personal experiences. Children learn in a social environment as per Vygotsky socio cultural theory social interactions help children to gain language, social skills and help in cognitive development.  Vygotsky’s social cultural theory suggests that, through social interactions, children learn to use the tools that will help them adapt to   situations and be successful (Santrock, 2009).

Children had hands on experience to use the camera. Children learn the right techniques to use camera, sharing their knowledge with friends. Children made connections and enter, explore new learning area while interacting in a positive way to extend knowledge. `L’ and his friends are now more aware about the different features in a camera and how to use it. The New Zealand Curriculum (2007) suggests that, “ICT has considerable potential to support the different teaching approaches (p.36)”.  For me this experience once again proved that children are competent learners who are living in a technological world.

I believe that the teacher, who suggested that we put away the camera, undermined my presence with the children and did not trust me to keep the camera safe during the learning. As per the New Zealand teacher’s council (2004), code of ethics for registered teachers, “teachers will strive to treat colleagues and associates with respect, working with them cooperatively to promote students' learning”. I decided to bring my own camera so that children can explore freely the next time.

Reference

Isenb erg, J. & Jalongo, M. (2010). Creative Thinking & Arts-Based Learning -Preschool Through Fourth Grade. 5^th (ed.). NJ. Person Education, Inc.,

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New  Zealand: Learning Media.

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

 New Zealand Teachers Council, Code of Ethics for Registered Teachers (2004)

 http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.

Santrock, J.W. (2009). Lifespan development (12th ed., International). Boston, MA: McGraw-Hill

Scholl, M. (2005). Social studies in action. Young Children, 62(4), 1-5.

Seefeldt, C. (2005) In Memoriam, Young Children, 62(5)

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.