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.