Final Reflection

 Through receiving encouragement about my learning and practice, and how my reflection has enabled me to learn about non digital technology such as carpentry where children tend to learn through hands on experience. The comments from my team members have given me the support of learning. The positive comments have supported my learning through the use of literature and positive guidance in my learning of technology digital and non- digital together with children, this enables reciprocal learning that occurs while teaching. Use of technology has enabled children to learn about digital technology, that children tend to learn how to operate the digital gadgets by themselves. Use of scaffolding method enable met to support children’s learning (MacNaughton & Williams, 2009).

Technology is about helping solve problems quicker and easier. It is also a creative and purposefully activity that meets the needs through development of products and systems in our environment (Smorti, 1999). Technology is an important area in early childhood settings as it supports children’s learning of mathematics through the use of computers, pencil, counting sticks and science through experimenting. Children are scaffold by teachers to learn about technologies through exploration and curiosity as Te Whāriki: He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa states that educators tend to learn and develop understanding in this area, that it would be easier to co-constructing enables children to recognise the increased exposure to global issues and help children develop multicultural understanding; this is possible in ways of viewing newspapers and magazines in the centre and use of computers. Isenberg & Jalongo , (2007) states that technology materials promote creative thought are art-based learning, such as use of crayons, felts, paint enable children to create something on their own. Children learn about technology through the process of play.

Through play, children tend to investigate, explore, build curiosity and build communication skills through discussing about an object that they have seen for the first time (Smorti, 1999). While playing on a see-saw, children tend to explore the technology of how it is created that when one person sits on one side, the other side goes up. Using the process approach about technology, enable children to learn about doing things rather than focusing on the end product. Children build knowledge about process through reading, writing and science in technology, whereas before when there were no technology, children used to learn through hands on experience and through observation of the peers. Te Whāriki states that children develop an ability to represent their discoveries through using creativity, experience media and technology associate with them (Ministry of Education, 1996).

Computers have become a vital part of children’s learning and development as this promotes creative experiences. Technology is used as an important tool in the early childhood settings and learning environments, the use of technology enable teachers to tailor the curriculum to meet individual needs (Ongan, 2005). Children learn through diverse learning styles such as hands on experience, collaborative situation and smart board technology. Children’s learning and development are not dependent on technology whereas technology is integrated in such ways that support children’s learning through toys that reflect the technological world (Ongan, 2005).

Technology have made a great impact on children’s development in ways of solving problem, for example, before children used their cognitive skills more to solve mathematical problems and now it just a press of buttons and the answer is ready for them. This can be a negative point about technology, where children are extremely attached with technology such as games, IPads, mobile phones and calculators. Before children used to play outdoors ad indoors which helped in their development of physical, cognitive and intellectual skills (Arthur et al. 2007).

 References

 

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

Isenberg, J.P. & Jalongo, M.R. (2007). Creative thinking and arts- based learning, (4^th ed.). New Jersey, America: Pearson Education.

Ministry of Education. (1996). Te Whāriki, He Whāriki Mātauranga mo nga Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

 

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

 

 

Hyper- links for technology

Reflection 1

http://seema01.blogspot.co.nz/2012/08/children-using-laptops.html?showComment=1345442371739

http://sanjeetareddyz19.blogspot.co.nz/2012/08/10-august-2012-at-my-home-centre_10.html?showComment=1344994331701

http://nirupa08.blogspot.co.nz/2012/08/reflection-one-using-laptop-reflection_1355.html?showComment=1345441842652

http://mele7.blogspot.co.nz/2012/08/reflecting-one-computers-use-in-centre.html?showComment=1345532229624

Reflection 2  comments

http://nirupa08.blogspot.co.nz/2012/08/reflection-two-cooking-date-20th-august.html?showComment=1345534084304

http://sanjeetareddyz19.blogspot.co.nz/2012/08/21-2012-reflection-two-children-on.html?showComment=1345597557865

http://seema01.blogspot.co.nz/2012/08/reflection-two-children-using-cameras.html?showComment=1345599423446

http://mele7.blogspot.co.nz/2012/08/reflection-two-children-with-nature.html?showComment=1345801650368

Reflection 3  Comments

http://sanjeetareddyz19.blogspot.co.nz/2012/08/reflection-three-mosaic.html?showComment=1345700826231

http://seema01.blogspot.co.nz/2012/08/reflection-3-baking-with-children-today.html?showComment=1345890864464

http://mele7.blogspot.co.nz/2012/08/reflection-three-non-digital-activity.html?showComment=1345893331318

http://nirupa08.blogspot.co.nz/2012/08/reflection-three-infants-technology_5656.html?showComment=1345951226143

 

Reflection 3: Use of Computers to extend children’s learning about cars.

 Technology has become more advanced that children tend to view different types of objects on a laptop than Television. Recently I have noticed that children have become very interested in cars, especially boys. Boys tend to have extreme interest in cars and monster trucks. Their interest have increased so much that the educators planned to focus on transport in which we took children for a walk around the block, where children tend to observe the variety of transport that the communities use. To extend on their learning, we took children to one of the staff’s vehicle where they tend to observe the different parts of the vehicle. 

As we came back, one of the toddlers asked if we could watch the racing car video on Television. I bought my laptop to children and placed it on the table where all children could watch. One of the children came to me and said, “Can I please turn it on”? I replied, “Yes you can and the child confidently pressed the power button, as soon as the light came, the child was delighted that he did something on his own. Te Whāriki: He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa states that children develop understanding to gain knowledge through trying things out, exploration and curiosity (Ministry of Education, 1996).  Computers and internet has transformed education through emergence e-learning. As educators we should provide appropriate technology materials that enable children to explore ad build their curiosity of learning (Isenberg & Jalongo, 2007).

Through technology, children learn about different ways of viewing objects. Technology links to essential learning through children’s use of variety of technologies that enables them to explore their world in their own way. Children gain confidence and experience in communication technologies such as books, pencils and computers (Ministry of Education, 1996). Te Whāriki states that children develop experience with some of the technologies to learn how to read, write and communicate effectively. Technology is a useful tool in early childhood teaching; the use of technology enables teachers to easily meet the curriculum requirements and individual needs of every child (Ongan, 2005).

Computer linked smart board are used to facilitate group discussions and integrates the use of software, this technology supports children’s learning through scaffolding method (Smart technologies Inc, 1991). Computers support fine motor skills and provide skills to enhance brain development through thinking. Websites are used as a medium for exploration and communication that promote effective learning and development of mathematics and scientific literacy (Ongan, 2005). Children learn about digital technology through computers, laptops and IPads. Through these devices children learn to operate, press buttons and tend to explore different parts of the device.

References

Isenberg, J.P. & Jalongo, M.R. (2007). Creative thinking and arts- based learning, (4^th ed.). New Jersey, America: Pearson Education.

Ministry of Education, (1996). Te Whāriki, He Whāriki Mātauranga mo nga Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

Smart Technologies Inc. (1991). Smart Board. Calgary, Alberta: Author.

 

REFLECTION 2: Use of Mobile Phones with toddlers.

Through experiencing children’s interest mobile phones, I have noticed that children learn about technologies through observation, hands on experience, these enable children to learn about the device and understand the use of it. Uses of gadgets enable children to learn communication skills and interaction skills. As a teaching resource, I provided children with toy mobile phones and stepped back to observe what they would do with it. I was amazed to see how children develop knowledge about technology through observing others in the community and society. 

Facilitation of resources enables me as an educator to understand children’s ways of learning (MacNaughton & Williams, 2009). Children used mobile phones in their dramatic play which enable to learn about the functions of the phone and through observing their parents and siblings using mobiles; they tend to pretend that they are having conversations. Children tend to use fine motor skills through using their fingers. Technologies also assist with the documentation of children’s learning experiences (Arthur et al, 2007). Linking to this statement, teachers tend to use their phones to take pictures of children’s learning.

To focus on children’s development through using technology, this enables children to develop language and thinking skills. Children learn through play, through providing toy phones as a resource, I feel that technology has positive effects on the learning and development of children (Sommerset, 2000). Brofenbrenner theory states that children learn through environment plays an important role in a child’s development. Children learn through social and cultural environment, in relating this theory with the technology, children learn about technology when they observe their peers using mobile phones (Penrose, 1990).

Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, states that children develop language skills through play as well as children build an increasing knowledge and skills through communication (Ministry of Education, 1996, pg. 76). Communication goal 3 states that children develop understanding and receiving experience with technologies and resources for language development (pg.78). “Technological materials invite new ways of expressing ideas” (Arthur et al, 2009, pg. 293). These tools enable children to use these technologies in different ways to communicate. Children use mobile phones as means of communication; children tend to learn the different ways of using mobiles such as taking pictures, listening to music and develop fine motor skills through pressing buttons (Sommerset, 2000).

Toddlers has extreme interest in phones, especially IPhones and phones that they can play games, take pictures and communicate, use of mobile phones encourage use of socio-cultural skills such as speaking in other languages and developing social interaction with other children. Smorti (1999) states that educators tend to scaffold children’s learning about technology and enable children to understand about technology and to extend children’s learning, I facilitated children with mobile phones for them to explore and take  interest in technology.

 References

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

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki, He Whāriki Mātauranga mo nga Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Penrose, P. (1998). Take another look. Tirohia ano. (2^nd ed.) Auckland, New Zealand: New Zealand Playcentre Federation.

Sommerset,G.( 2007) . Work and play in the early years. Christchurch, New Zealand : Wyatt & Wilson Print Ltd.

Technology- Non Digital

Construction                                                              

Construction is one of the experiences that children tend to learn through hands on experience. Technology is about solving problems and making work easier for individuals (Smorti, 1999). Children learn about technology when they end to use the tools themselves, joining pieces of wood together to make objects for play. Construction enables children to learn about construction tools such as hammer, nails and wood. Children learn how to place nails on the piece of wood and hammer it together.

Technology has become an everyday use both in early childhood settings and in other places. Carpentry is one of the construction methods which enable children to learn about building and how children tend to learn through hands on experience (Sommerset, 2000).  Carpentry enables children to experience holding tools joining two pieces of wood together, exploration of new tools that through technology it has made it easier to build objects. Through construction and carpentry, children are offered with mathematical skills where measuring, counting and weighing are used.  This fosters children’s self- esteem and children’s experience a sense of contribution and practice through using social and language skills (Penrose, 1990).

In reflecting to my teaching and children’s learning about technology in construction, I can see that children find an interest in new objects and their observation of the tools and equipment supports their cognitive development and thinking skills. Encouraging children to place pieces together in order to join through using hammer, they find it exciting and interesting to construct objects on their own under my supervision. Providing variety of resources encourage construction play with children to encourage their learning through variety of experiences. Construction materials encourage children to combine materials in different ways to create objects (Isenberg & Jalongo, 2010).

Through scaffolding children to use tools so that children can participate effectively. Children tend to learn through observation and require thinking skills to create objects that they can confidently use and build confidence in learning about technology. Children tend to develop fine motor skills of holding the hammer and nails properly in order to construct objects. This learning experience and technology enable children to problem-solve and gain achievements through obtaining challenges (Penrose, 1990).

Through technology, toddlers seem to be learning different objects at a time and observation enable them to gain confidence to use construction as a learning opportunity. Te Whāriki- He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa states that technology used in variety of ways and purposes to explore the world. Growing experiences enable children to problem solve and develop the respect of differences and understanding their responsibilities in relation to others .Children gain experience in communication technologies that assist children to learn to communicate through diverse ways (Ministry of Education, 1996). Te Whāriki also states that technologies whether it is digital and non- digital ways. Use of different materials enable children recognise the different technologies to be used in various places and settings (Ministry of Education, 1996).Isenberg & Jalongo (2010) states that technology materials that promote creative thought and arts- based learning that are appropriate for children.