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.
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.
It was a pleasure reading your reflection Sharon on a non digital technology. Yes there are various ways that early childhood educators can extend on children’s learning through many types of resources. It was good to hear that you have conversation with children to understand them better and children also love to share what they have done at home or where they have been when they go away. It was also good to see that you support the child and communicated with her throughout this learning experience. Sharon, when you faced challenges you as an educator thought of ideas and provided for other children’s interests. It is good that you as an educator used open ended questions to extend children’s thinking and you used different strategies to help the child accomplish what she wanted to construct. Generally it was good reading your reflection reading your journey through numerous different types of technological learning that you promote for children. Well done!
ReplyDeleteSharon I was very interested in reading your reflection about using pop stick non digital technology with children in your early childhood centre. It was good to read that you followed children’s interest for this learning experience as children usually love to try new ideas when it comes to constructing. I liked the part where you have explained about children learning to problem solve and learning mathematical skills as you stepped back and allowed them to explore through this resource. However I was wondering, did you only do this experience with one child? Did other children show interest to take part in this experience? I can see that you have also reflected on your own self as an educator as this allows educators to look back and come up with other ideas they could do next time. You have used good quotes in regarding using non digital technology which shows that you understand how children learn through non digital technology. Well done.
ReplyDeleteHi Sharon
ReplyDeleteThis is really a great reflection. Noticing and recognising children's learning and development is like having a meal with good taste, and I am sure you felt the same way when you observed this child. Children enjoy it when adults are a part of their learning. You asked prompting and open-ended questions which were very supportive to the child's different thoughts during her experience. You have also used some excellent quotes to support your reflection. You also listened to the child which is showing the child respect.
Wright, 2002 states that "many early childhood teachers consider children's ideas to be creative if they are novel for that individual child" (p,3). I believe you scaffolded the child's learning and allowed her to make decisions.
Kapai