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 21st
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. 5th
(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 (9th 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.
This comment has been removed by the author.
ReplyDeleteThese days in New Zealand, teaching without a computer is unthinkable. As soon as I read your reflection I googled for the daytime moon and here is the result that I got.
ReplyDeleteYou can find a daytime moon provided these factors.
• Look within a week or so of the date of full moon.
• Before full moon, look for the daytime moon in the afternoon.
• After full moon, look for the daytime moon in the morning.
• Look up! The daytime moon is often up there, but it’s pale against the blue sky.
Byrd (2013) said, “I heard a daytime moon was called a ‘children’s moon’ because their eyes were sharp enough to pick it out, where the old folks, with fading vision, could not tell it from the clouds” (para.3&6).
You could show the pictures of the above factors to your toddlers with the centre’s computer. The link is given below.
Byrd, D. (2013) When can you see a daytime moon? Retrieved from http://earthsky.org/space/when-can-you-see-a-daytime-moon
Great reflection Varsha on computers. It was great to see how well you worked with the child outise about the moon, as well as being honest about it. Moreover, it was also good to see how you extended the child's learning by supporting her learning and encouraging her to use the internet and the computer to find our more about how the moon operated during the day time. You could also bring in books that children can see and observe through different pictures about the moon as well as encouraging other types of technology. Also, you could teach children about youtube and how they could also watch videos about the moon on youtube. What an awesome reflection Varsha you have written here about the importance of the computer and how significant the use of the computer is on children's learning and development.
ReplyDeleteI felt the same as Varsha, in thinking that toddlers should spend more time outside than sitting at the computer. However, I realised how useful a computer is when we are helping young children to research a topic. In Varsha's case, it was about the moon. I was impressed how reliable and realistic her response to her student 'Z' was. Teachers in my centre also use a lap top computer as a problem resolving tool with preschoolers. The children in my centre have 4 separate classrooms for the infant group, the toddler group, the 3 year group, and the 4 year group. I have never been to the toddler's room so I am now curious whether they use a computer with toddlers. We can actually see the moon in the day time but this depends on the age of the moon. You could teach your students about it by using the lap top computer.
ReplyDeleteI think every parent who has teenage children shares the same feeling of getting frustrated of their children getting addicted to use of computers but I think that we forget that they are living in technological world. For me personally I hate using it due to my lack of knowledge and skills of using computer but saying that I can’t hide the fact that today technology is everywhere. I think it is a quick and easy way to find the information especially Google is a boon. Children gain experience using communication technology such as crayons, paintbrush, books and computers in order to solve their problems. (Ministry of Education, 1996).With regard to the question of moon in your reflection I would suggest you to show some video clips from you tube and also find some CDS to create more interest, curiosity and make the concept clear to children.
ReplyDelete