Experimenting Toddler
21st
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. (2nd ed.) London, Paul
Chapman Publishing.
This reflection reminds me of a 3 year old boy named "W" in my centre. He likes playing with the monkey bar very much and he is very good at it. Others, both boys and girls, are involved with him, trying to hang and go from bar to bar but it is still difficult for many childrnen. One day they came up with a solution on bringing and putting a tire under the monkey bar. The tire helped them to go to the next bar. I like the quote "adaptation and innovation are at the heart of technological practice" from your reflection. Technological practice is everywhere in the centre. As a next step, you could provide more challenging equipment for the toddler such as a jungle gym.
ReplyDeleteThis is indeed a problem solving experience. In my centre too, children use a chair to climb on to the swing. At the beginning, I too felt that the children are solving the problem of height with a chair, so I never used to prevent them. One day a co-teacher told them they are not supposed to use a chair for climbing. I asked her the reason and she said, “For safety reason we must not allow children to climb”. When I reflected about it later, I realized that she was right. Outside children are exposed to hazards, so we, the teachers should watch them with hawk’s eyes to prevent accidents.
ReplyDeleteIf children get a ‘no’ from doing something, they work their brain to find alternative ways. R also had done the same thing. Children have the tendency to depend on adults if we started doing things for them. So it is one of my strategies too, to encourage independence for children.
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ReplyDeleteGreat reflection Varsha! I also strongly believe in allowing and giving the children the opportunity to solve their problems on their own instead of always relying on the teachers. However, this is also vital for teachers as a few teachers tend to give up when children take too long to figure out things whereas educators must be patient as children do take Romero learn, observe as well as being able to create their own ideas. It was amazing to see how R was able to figure out other ways to climb and it was also encouraging to see how much you showed your support and patience as well as guidance throughout the process. Maybe next time, you can implement other ways of climbing or extending their interest by using more challenging equipment as Miyuki also suggested.
ReplyDeleteThis reflection reminds me of a 3 year old boy named "W" in my centre. He likes playing with the monkey bar very much and he is very good at it. Others, both boys and girls, are involved with him, trying to hang and go from bar to bar but it is still difficult for many children. One day they came up with a solution on bringing and putting a tire under the monkey bar. The tire helped them to go to the next bar. I like the quote "adaptation and innovation are at the heart of technological practice" from your reflection. Technological practice is everywhere in the centre. As a next step, you could provide more challenging gymnastics equipment for the toddler. Here is one example of it. http://www.youtube.com/watch?v=Yft2R4GTzvA You can see how the toddlers were challenged and built their confidence during this activity. You could even add some other big tires on the current equipment to make it challenging for the toddlers.
ReplyDeleteSmorti 1999 states that “technology is about helping people and solving problems” (p.5). My reflection of using computer in order to complete my assignment in time solves the problem, Judy’s reflection related to find the solution to rotate the wheels and your reflection of problem solving is about using questioning techniques with children in order to solve problem through thinking. This is really helping me to get clear idea of what the problem solving in technology means. Smorti 1999 in her reading also suggest that as early childhood educators we need to focus in more depth in interactions with children and particular on questioning techniques in order to explore technology. That’s exactly what you have done .You have used the right question to provoke the child’s thinking in order to find a solution for his problem, giving him own space and time rather jumping in to conclusion. So well done and I think your next step of encouraging more children to climb sounds a good plan but include more challenges this time.
ReplyDelete