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.