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.