Personal Blog (Final Blog)

My learning from other students feedback on my post were that I came to gain knowledge about other sources which talks about children’s art for example one of my group members suggested me to read Pennie Brownlee (Magic Places) and through viewing this book I came across to develop an understanding about strategies and ideas that we teachers can extend towards children’s creative work which refers to non-digital technology. The other source which I found helpful through my group members feedback was by reading Yang which describes why teachers should reflect upon their practise. I also came to learn that children explore and experiment in different ways to confirm their understanding of their world and that as teachers we should often ask children questions so that they could make sense and understand their own inventions. As New Zealand curriculum (2007) concurs offering a range of situations, educators support their learners to identify links and improve general understandings.

I was also able to develop knowledge about that educators must communicate with their students as this gives us an opportunity to understand the child better. I also learnt that for teachers it is good to look back and come up with other ideas they could do next time and enhance on them. Through the feedback I was able to recognise that noticing and recognising children’s learning and development is very important because children enjoy it when adults are part of their learning. I also came to know that when we educators listen to the children this means we are showing them respect. As Te Whāriki suggest children practise a setting where they are acknowledged as individuals (Ministry of Education, 1996). I likewise learnt that as educators we are still learning and reflecting on our teaching which allows us to understand our own learning and development. Through this we are able to realise who is benefiting and how they are a part of their experience as O’Connor and Diggins suggests “as a reflective practitioner you commit to learn continuously about your teaching” (p. 9). Therefore I learnt that when we allow children to explore technology they explore with confidence and self-worth. However children are tutors as well and as teachers we also get a chance to learn so much from them as well when working alongside them.

Through the use of technology children are able to learn and develop the capabilities to reflect, communicate and generate over words such as through verbal communication or through writing as Arthur, Beecher, Death, Dockett & Farmer (2005) states “children are important partners in the documentation process” (p. 210). Through technology children are also able to gain the importance to think reasonably and critically and relate that understanding to problem solve. Technology also provides children to recognise the world through what we see and visualise which permits them to express their thoughts through creativity. Therefore technology also gives children an opportunity to work supportively with other individuals and to relate a diversity of skills to converse and comprehend others. Overall technology can enhance the success of learners and can also improve teacher’s skills and knowledge.

 Reference

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed.). Victoria,  Australia: Thompson.

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning  Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.

O’Connor, A., & Diggins, C. (2000). On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand: Open Mind Publishing.

Hyperlinks

Gloria

http://glorialandsberg.blogspot.co.nz/2012/03/little-artists.html?showComment=1332218331637#c4978476992438073361

http://glorialandsberg.blogspot.co.nz/2012/03/blog-post_15.html?showComment=1332058209565#c121047506627100791

http://glorialandsberg.blogspot.co.nz/2012/03/digital-cameras.html?showComment=1332834990692#c6950158115899721313

Monita

http://moni-tech.blogspot.co.nz/2012/03/calculators.html?showComment=1332219432479#c2788188616014883460

http://moni-tech.blogspot.co.nz/2012/03/computer.html?showComment=1331959456377#c7480129438382541929

Shahbeeha

http://shabz-techinece.blogspot.co.nz/2012/03/computer-digital-technology.html?showComment=1332059516610#c2554267473435212425

http://shabz-techinece.blogspot.co.nz/2012/03/camera-digital-technology.html?showComment=1332048914040#c6572221768569510869

http://shabz-techinece.blogspot.co.nz/2012/03/chalk-art-non-digital-technology.html?showComment=1332833878120#c2647300877675807373

Sarbjit

http://sarbjitsblog.blogspot.co.nz/2012/03/blog-1st.html?showComment=1331961221737#c5966280398260347442

http://sarbjitsblog.blogspot.co.nz/2012/03/technologyin-family-corner-children-can.html?showComment=1332832384914#c8852463792150517560

Karamjit

http://karamjitsblog.blogspot.co.nz/2012/03/children-with-mobile-phone-date.html?showComment=1332108800737#c4843875234973312614

http://karamjitsblog.blogspot.co.nz/2012/03/reflection-3-usingdigital-cameras-this.html?showComment=1332831514857#c205748623434276650

Drawing with crayons (Non Digital Technology)

When using crayons for drawing children develop skills such as problem solving and concentration for example I observed that a child was interested in drawing cars and was interested in talking about his picture. I think that technological ideas can be communicated through drawing as this can help the child to develop communication skills starting from their own ideas about the world and therefore the New Zealand curriculum (2007) concurs technology is involvement by design.

When educators provide children to communicate they develop verbal communication skills and get to practise the skills of explaining and questioning. This perspective made me ask questions as I thought this would be a very common way to begin discussion with the child as this helped the child to establish what he already knew about the particular topic. For example I asked him open ended questions such as “Do you think a car is a machine and why?”, “Why do you think a car needs petrol to work?”. 

I think when I asked the child opened ended questions I came to discover that open ended questions does not have to be a right or wrong answer if just offers reactions which can lead to further discussion and investigation towards children’s learning process. I also came to learn when we ask children to explain through questions this helps them to make connections in their learning and develop abilities such as their thinking skills expands as Te Whāriki suggest children must observe an atmosphere where they study approaches for lively investigation and philosophy (Ministry of Education, 1996). The challenge which I faced during this learning experience was when I saw the child tie two crayons together using the cellotype and making huge circles. This made me wonder that why did he tie two crayons together to make a circle why not one. I felt that the child challenged my thinking because I had to think from a technological perspective during that time. But I came to reflect that he might be experimenting and inventing a new way to draw since art is about invention as Craft, A., & Jeffery, B. (2004) reflects “young children like experimenting and problem solving” (p. 109).

When technological ideas are communicated through drawing I feel children develop questioning skills and ask their own questions and undertake their own ideas and philosophies which can lead to interesting inquiry and exploration. As the New Zealand curriculum (2007) states pictures and other methods of graphical image offer important implements for exploration and communication. I also think that educators should help children to express their creativity as technology is about knowledge so this will give the child an opportunity to express his or her own ideas and make links as Te Whāriki states children must practise an atmosphere where they learn and grow diverse methods to be artistic and expressive (Ministry of Education, 1996).

 Reference

Craft, A., & Jeffery, B. (2004). Creative practice and practice which fosters creativity. In L. Miller & J.       Devereaus (Eds), Supporting children’s learning in the early years (pp. 105-112). London: David Fulton.

Images: Retrieved 21/03/2012 from Google Images www.google.co.nz

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.

Pop sticks (Non Digital Technology)

While the child begun to involve herself in finding her aim and to construct a building using coloured pop sticks so while I had a conversation I came to know she visited city this weekend and she wanted to create buildings using sticks as she was inspired by the tall buildings which she saw in town as Sue Smorti (1999) states “technology is influenced by the culture of the society in which it occurs” (p. 6).

As an educator I provided the child with the materials and asked her questions such as what material she would like to use, how long do you think it will take to construct the building and weather she will need my help or not as I think non digital technology discusses about facilitating strategic and focused learning process as New Zealand curriculum (2007) concurs quality outcomes effect from thinking and practices that are informed and innovative. Through this experience I came to know that constructing with sticks can involve calculating, identifying difficulties such as finding a technique to balance the sticks upon each other and planning for explanations as technology offers creative zone for children to advance their reflective approaches. This perspective made me ask her questions such as “what was interesting”, what other materials could you add?. As I feel this will help the child be realistic because through this approach children’s unstated knowledge is developed as this can help them further with calculation and assessing when they will move to school as the New Zealand curriculum (2007) suggest through the technological knowledge aspect learners improve awareness particular to technological creativities and environments and considerations of how and why things work.

Throughout the learning experience I asked the child relevant questions and listened to her considerately to her ideas and supported her to intricate on them as general knowledge and communication with adults lets children to build knowledge and understand connections between and learn ways to resolve problems. The challenge which I faced was that while working with this child suddenly lots of children came to me and said they wanted to build using the sticks so as I did not had enough sticks available in the centre I immediately asked children to take turns. As some children lost patience I asked them to come with me so that we could view at other materials in the centre which are used for construction or building as this helped them become alert of other resources and materials that are presented to them in the centre for constructing for example carpentry table and blocks.

When teachers provide children with creative materials such as coloured pop sticks they should support children to replicate on their practice. As an educator I personally feel teachers should ask open ended questions that will support children to talk about their strategies and to listen responsively through a technological perspective to what the child is saying for example is their an extensive variety of tools?, what other materials could you add as this will help them be genuine.

Reference

Images: Retrieved 19/03/2012 from Google Images www.google.co.nz

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Proactive Board (Digital Technology)

The proactive board has an unlimited series of programmes which permits the children and teachers to access materials and activities which outspreads the children's learning in any curriculum areas they choose. While I was observing the children as they viewed the proactive board I came to know the children had been learning new songs and copying new dance moves and singing by viewing the captions which proactive board provides underneath automatically and as Sue Smorti (1999) states “technology involves thinking about processes” (p. 7).

As an educator I gave all the children an opportunity in selecting which song would be played afterward this part was commonly teacher directed as I felt it was mat time and this would avoid struggling and will allow children to take turns in selecting a song. Throughout the process I had to support and scaffold the children when they clicked on the board using the electronic pen when selecting for items for example showing them the appropriate way of using the pen. When children are using the proactive board I think it supports and assist children’s logical and conceptual philosophy in relation to an almost unlimited range of music, literacy and maths which forms a great and exciting aspect all around as New Zealand curriculum (2007) concurs students advance understanding specific to technological originalities and situations and take considerations of in what way and why things work.

I personally reflect as educators we should introduce children to proactive board through early years as they will get an opportunity to learn so much such as art, technology, literacy, and numeracy and socialisation skills depending on what activities are provided for them as Sue Smorti (1999) concurs “children experience some of the technology and resources for mathematics, reading and writing” (p. 8). I feel when using the proactive board we should allow children to develop and practice their fine and gross motor skills often for example when using the electronic pen for writing or drawing on the board as this skill will help them when they will transition to school and as Tsantis, L., Bewick, C., & Thornton, S. (2003) suggest “technologies can help us better meet the social, physical, and learning needs of young children” (p. 8).

The challenge which I faced during this process was that I learnt that when using the board I was directing children’s learning process. For example guiding them step by step so that they could get the information correct but then I realised that as an educator I should not push children or force information into their brain as an alternative I must certify they have a chance to discover understanding for themselves and try our best to uncover them to an attractive environment and then consent them to discover those materials without hesitation so this perspective made me step back and allow them to explore the proactive board on their own. As Te Whāriki states children improve approaches for actively discovering and making sense of the world by using their figures, containing active exploration with all the intellects, and the procedure of tools, materials, and equipment to extend abilities (Ministry of Education, 1996).

When educators facilitates children to use proactive board they get a chance to get actively involved in the learning procedure through reading, writing and conversation rather than getting involved in inactively teaching for example when the educators only model the instructions and it will also help children to develop skills such as engagement towards learning and stimulating interest for learning.

References

Images: Retrieved 15/03/2012 from Google Images www.google.co.nz

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.