Peer Feedback

30th August 2013

Feedback for Erika

http://erikasblog2013.blogspot.co.nz/2013/08/reflection-one.html

Erika, after reading your reflection one "The Carpentry Table" when you mentioned how Smorti discusses how technology has changed the world which we live in and how we need to expand our understanding and awareness of this technology.  The tools which we take for granted but cannot live without them.  I wonder if the children using the tools at the carpentry table are able to make connections with the outcomes of these tools?

The children in the centre could be asked to examine an item within the centre, for example a table or part of the playground.  Teachers could ask what questions to find out what the children know first about how it got to where it is.  Would start with a plan and then ask the children how the materials used were joined or made to size.  Children could look through Mitre 10 pamphlets or explore the internet to view different tools. 

http://erikasblog2013.blogspot.co.nz/2013/08/normal-0-false-false-false-en-nz-x-none.html

I really enjoyed reading all of your reflections and I especially liked reflection two with the children "dancing to the stereo".  Its great the children are able to make that connection with the music and be able to identify the songs they enjoy.  The children obviously have a sense of belonging within the centre as they are confident in their environment.  Perhaps some of the children are familiar with this music from home and it is great to see this extending into the centre.

Possible learning experiences to extend the children's learning might be introducing the children to different styles of dancing.  For example line dancing, hip hop or Bollywood dancing.  The children could look at the different styles of dancing from different cultures.  Not sure what 'technology' you have in the centre where children can access this information.  At my centre we have one ipad which is used by the teachers with the children and a couple of months ago we looked at dancing from around the world.  The children performed a concert for the rest of the kindy and it was recorded on one of the cameras where the children could then watch themselves on the tv.

http://erikasblog2013.blogspot.co.nz/2013/08/normal-0-false-false-false-en-nz-x-none_26.html

Erika I could totally relate to your reflection three "Our office".  The children at my centre are always in role play reflecting on real life experiences where they are creative at using different materials to represent the phone, a computer or driving a car just to name a few.  The children have experienced and/or used different technologies and are easily able to replace them with objects which do not provide the same outcome but the children can practice there experiences in their role play. 

I guess it all comes down to money but wouldn't it be good for the children to have these tools available for use where they are able to take their own photo's - take the camera to the computer and connect and are able to print the photos or use a programme to create a scrapbook (e-book).  The children could almost take control of their own learning portfolio.  Perhaps this will happen in the future?

Feedback for Natalie

http://natsworld2013.blogspot.co.nz/2013/08/normal-0-false-false-false-en-nz-x-none.html

Nat, after reading your reflection "We need to Dance" it is great to see how confident the children are around this technology.  Most children would be exposed to the technology language from the home environment and this is great to see they can bring their knowledge into the centre and share their interests with the other children.   It is also good to see how the computer can create a social experience for the children.  An extension of this experience could be for the children to search for other favourite songs which can be compiled into their own CD perhaps for a Disco.

This has been a popular dance at my centre especially with the older children now role modelling as the younger children learn the dance moves alongside their peers.  The children seem to know the words to the song too.  Maybe if your kindergarten could hire a Karaoke machine the children would certainly have fun with this. 


http://natsworld2013.blogspot.co.nz/2013/08/reflection-2-120813.html

Nat after reading your reflection "This is Our Road Aye?" was an activity which is seen regularly within the centre.  Children working together to achieve the same or similar outcome.  As the boys both recognised that by using bigger spades would change the outcome making the job easier I wonder if they could try different tools which would achieve the same result or perhaps making the job even faster to achieve. 

There have been lots of road works close to my centre recently and the children have enjoyed watching the different machinery digging up the road, laying pipes and then watching the roller level the road.  Continuing with these experiences into the sandpit where the children have been making concrete (wet sand) and laying pipes we have also noticed how their language has developed.  Perhaps at your centre if any of the teachers notice road works which are within close walking distance the children could go and investigate what is happening.


 http://natsworld2013.blogspot.co.nz/2013/08/reflection-3-20082013.html

After reading your reflection titled "Glitter Art" Natalie I am inspired to introduce this art to the children at my own centre.  I really liked how you responded when S wanted to take her work home.  She was obviously so proud of what she had done.  This showed S's learning throughout this project and recalling on past knowledge when you suggested she could start another one or photocopy this one.  S has learnt that by using this technology, the photocopier, she would achieve an instant result rather than having to wait another week.

You mentioned how Te Whariki suggests that children be provided with opportunities to characterise their creative experience using a range of media and technology.  Perhaps S could go around the kindy and photocopy or photograph her other artwork and start her own creative portfolio (mini art exhibition).

It is great that you took the time and supported S when using the photocopier allowing her to take responsibility for her own learning. 

 

Feedback for Keitha

http://ladycarrot3.blogspot.co.nz/2013/08/reflection-one-spade.html

When I was reading your reflection one "The Spade" it made me think of my feedback for reflection three "the Paintbrush" where children engage with both these technologies every day.  Because these items are made available everyday to the children they are taken for granted as everyday tools.  Perhaps if the teachers decided to not put out the spades and instead have available other tools.  Would the children ask for the spades or would they be willing to try something else?  Milk containers cut in half are useful for moving sand. 

Not sure on the set up of your sandpit but setting up a pulley system in the sandpit is great fun for the children to operate.  Attaching a bucket the children who are not familiar with this try different strategies to use.  Keitha, you had mentioned how Smorti suggests that "technology is about helping people and solving problems".  The pulley system would provide the children to move the sand in a different way. 

http://ladycarrot3.blogspot.co.nz/2013/08/reflection-two-stereo.html

Keitha, reading your reflection two "The Stereo" it is so cool to see that the children are able to operate the stereo themselves.  I would imagine that most centres would have their stereo out of reach from the children or the children would know that they would have to ask a teacher if they wanted to listen to a cd.  You mentioned how music and movement helps develops confidence in moving their bodies and is achieved in a social setting, also the children can express themselves there is no set rules. 

An activity for the children which would incorporate all of these is setting up a table with shaving foam and the children move to the music.  Using their bodies to move slow and fast around the table.  As they move they hands or fingers through the foam.   Also the younger children enjoy this sensory play.  Then introducing drops of dye (single or several colours) to the foam the children enjoy mixing the colours and watching the colours changing.  A rainbow or colours song can be played when introducing the colours also.  

http://ladycarrot3.blogspot.co.nz/2013/08/reflection-three-paintbrush.html

I really liked your reflection three "The Paintbrush" where the children have the opportunity to engage with this technology everyday.

Yes, at my centre the paint easel is set up every day outside using bold or pastel colours but the paint brushes are all the same size.  It's great Keitha that you have included many different paint brushes for the children to experiment with.  As you observed the children in their painting and their different facial expressions shows how they are developing their imagination and creativity.  What is going through their mind and what are they feeling?

An idea to extend the children's learning using the paintbrush is where the children could paint with water from a bucket.  Using water the children could paint a fence or play house using medium and large brushes (the children tend to go for the larger brushes).  Painting the fence children using up and down strokes and forming circles is the start of the writing process and children enjoy this when it involves paint or water.

Feedback for Racheal

http://rachealclark.blogspot.co.nz/2013/08/reflection-1-090813-yummy-yummy-i-have.html

Racheal, your reflection one "Yummy, Yummy" was one of my favourite reflections to read.  Just being reminded that technology exists everywhere.  Having the recipe cards for the children to use not only provided a tool for direction but allowed the children to do it for themselves without the help or little help from the teachers. 

I wondered if the centre has a variety of recipe cards which the children can choose from.  Perhaps the children could add other recipe cards to the collections.  the children could become involved in this process by making the product first and then taking photos to be used on the cards.  The older children could create the cards by cutting out pictures and practicing their literacy and numeracy skills.

Our centre has been doing a lot of cooking experiences lately whether one bowl is passed around the table and each child adds and stirs taking turns or individual scones are made I believe that if I introduce the recipe cards to my centre would support the children in taking responsibility for their own learning and outcomes. 


http://rachealclark.blogspot.co.nz/2013/08/reflection-2-130813-i-know-how-to-do-it.html

I really enjoyed reading all of your reflections and although initially I was going to respond to "yummy, yummy" I then decided on reflection two "I know how to do it"!  I choose this one because my centre does not have any computers for the children to use.

Like you I would have underestimated the capabilities of the child or perhaps not wanting the child to break the computer?  I agree with you Racheal that children need to learn the skills and gain experience in technology which is used everyday.  This will provide them with basic skills as they move into their school years.

T has already extended his own learning by using the computer as a tool to show P the difference between a beetle and a cicada.  Just assuming here but it sounds like either P or T have found a beetle at the centre and called it a cicada (or vice versa).  Perhaps they could go on a bug hunt for a cicada and beetle to see the real thing.  To extend the children's learning at the computer maybe you could look at video clips of these insects (and others) in their habitat.

We have an ipad which can be used to source this information for the children but after reading your reflection I wish my centre had a computer for the children to use.  Or will it not be long before the desktop computer takes up residence at  MOTAT.

http://rachealclark.blogspot.co.nz/2013/08/reflection-3-190813-we-just-need-ramp.html

Racheal I enjoyed reading your reflection three "We just need a ramp" where the technology noticed was also the digger, dump truck, spade and the piece of wood used for the ramp.   I have noticed that throughout all the reflections how children have used their past knowledge of experiences to draw upon when finding solutions to their current situations.  You mentioned how J was able to do this.  J was able to draw on his experiences outside of the centre and connect this to his play.

This shows how important it is for children to go on excursions outside the centre which are supportive of their learning experiences within the centre.  Having exposure to a range of different outings the children can then develop their ideas and share their knowledge with others.

As I mentioned in other peers feedback children love to watch road works and if this is happening close to the centre a short walk where the children can watch what is happening will extend their learning and understanding of the jobs of the different vehicles. 

Reflecting on Peer Feedback

1st September 2013

After reading Keitha's feedback (http://ladycarrot3.blogspot.co.nz/2013/08/feedback-for-peers-reflections.html) on my reflection one "technology - will we ever keep up" where the children had the opportunity to use an electric typewriter  (http://joannesblog2013.blogspot.co.nz/2013/08/reflection-one-8-august-2013.html) I agree that children have no fear in learning new things.  It is the teachers who hold them back in fear the children might break it or do not have the time to monitor expensive equipment.  As the children's interest was from writing letters we had been looking at the different methods to record information, for example using pencil, chalk, computer, phone and more and how this has progressed over time.  I like the idea of setting up a post shop within the centre where the children can post messages to each other, maybe even a picture for mum or dad.  We have a post box within two minutes walk from the centre and if the children are writing letters and want to post something one of the teachers would walk one or two children depending on interest.

Feedback from Erika (http://erikasblog2013.blogspot.co.nz/2013/08/feedback-for-racheal.html) also was with the children using the electric typewriter.  I wonder from your comment "how the parents, teachers and children collaborated to figure out how to get it to work" if we allowed the children to work it out for themselves.  We have push button and the older dial phones in the centre for the children to use and sometimes we expect the children to push their fingers in the dial phone and they dial with the phone without being shown how to use it.  Looking at where technology has come from to further children's understanding we have put a notice up to all parents asking if anyone has a manual typewriter (adding machine or cash register) but there seems to be none around.

Racheal (http://rachealclark.blogspot.co.nz/2013/08/feedback-to-peer-reflections-keitha.html) has also given feedback on the electric typewriter.  Racheal you agreed that nothing beats a hands on experience and I know that I learn more by doing as opposed to other methods.  I guess that because our centre does not have any computers, we have one ipod which we do not use every day, the children can see that that typewriter is "real", it exists.  Looking at images on a screen it can be hard to tell if it is real or not, especially if it is something that the children have not seen before.

Natalie (http://natsworld2013.blogspot.co.nz/2013/08/peer-reflections-and-feedback.html) has touched on my reflection "Caring for the environment"   (http://joannesblog2013.blogspot.co.nz/2013/08/caring-for-environment-brush-shovel.html) where she liked how I noted the language the children were using.  This was only picked up as I had been taking photos of the children and had accidentally pushed record and I was able to document their exact words.  This has reminded me of how valuable it is to include the children's voices when documenting their learning. 

Natalie has also given feedback on reflection two "Thoughts to paper - Coloured Pencils"  (http://joannesblog2013.blogspot.co.nz/2013/08/thoughts-to-paper-coloured-pencils.html).  You have suggested to extend "J's" learning would be to revisit her work using a new medium/tool.  As the centre has recently visited a farm since "J's" drawing she has experienced seeing and touching a cow.  The children also had the opportunity to milk the cow.  Now would be the perfect time for "J" to revisit her work.  I like the idea of using paint or pastels.  Perhaps I could introduce "J" to  "Glitter Art" http://natsworld2013.blogspot.co.nz/2013/08/reflection-3-20082013.html.

Using technology in the centre, whether it be computer and cameras or the basic technology tools such as pencils, recipe cards, hammers and many many more we take for granted but would be lost without them.  The significance and use of technology on children's learning and development is fundamental in building the foundations for their future learning and experiences.  Technology is always evolving and can provide children with challenging experiences.

Caring for the environment - Brush & Shovel

Reflection three - 20th August 2013

 

 

As the children were arriving at the centre today they were excited to see the outside area covered all pink from our blossom tree.  Their language clearly described what they saw.  "Look Joanne, look at all the pink", "It's everywhere", "look at the mess".  It was 4 year old "T" who found a broom and started sweeping.  From this I then noticed as some of the younger children, "D" & "L" both 2 years old were keen to help with the sweeping.  The children used the brooms and a brush and shovel.  The technology which I felt had the biggest impact was the brush and shovel.  It is from these early experiences not yet understood which can be connected to events in the child's school years (Fleer & Jane, 2011).   

 

The significance of the children using the brush and shovel was they knew how to use it and it served its purpose.  Using the broom had its own purpose but the brush and shovel served two purposes.  Using the brush and shovel the children could sweep and pickup the blossoms.  Smorti suggests that technology is used to solve problems (1999).  The children saw how the outside area was completely covered in blossoms and through past knowledge and skills found a solution to the problem.

 

The children are learning skills in helping to care for their environment by looking after it and keeping it tidy.  Through the use of this technology children develop their hand-eye coordination, Communication skills as they work together, Cognitive development through problem solving providing children with an understanding of how things work.  Te Whāriki, the New Zealand early childhood curriculum states "children learn through play - by doing, by asking questions, by interacting with others, by setting up theories or ideas about how things work and trying them out, and by the purposeful use of resources" (Ministry of Education, 1996, p. 82).  In this case the resource being the brush and shovel, was purposeful to the task.  

 

When children transition from early childhood education into school it is from their early childhood learning experiences where connections can be made and built upon (Ministry of Education 1993).  It is the early childhood experiences they have which prepares and connects them into school.

 

 

 

 

 

 

References:

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

Ministry of Education. (1993). The New Zealand Curriculum Framework. Wellington: Learning Media.

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

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



 

Thoughts to paper - Coloured Pencils

Reflection Two - 23rd August 2013

 

Three year old "J" and two year old "C" had been engaged in the farm puzzle which is supported by a CD of the animal sounds. I watched as they took the puzzle apart and put it back together several times while repeating the sounds of the animals.  "J" then asked if she could draw her own farm.  What a good idea "J".  

 

As I was cutting the paper I asked "J" what materials would she use to draw her farm.  After a short time "J" came back to the table with the box of coloured pencils.  The significance of this moment was that "J" had chosen to use the pencils.  Were the pencils more appealing than the crayons?  They did look tidy and colourful sitting in their box.   After listening to the animal sounds and completing the puzzle "J" was able to interpret her own vision of the farm by drawing her ideas onto the paper.  "J" is building on her experiences through the use of the pencils as a means of communicating (Ministry of Education, 1996). The early childhood curriculum provides a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning" (Ministry of Education, 1996).  "J" talked about wanting to show mummy the cow and so this was one way through the technology of being able to put her thoughts to paper "J" had something to share with her family.  As a child's skill develops in being able to communicate using language to talk about or express how they feel they can accommodate this through drawing or Painting(Somerset, 2000).  Painting and drawing are the foundations needed for pre-reading skills.  

 

This technology is used as a tool for creativity, imagination and the communication of "J's" experience.  Children can build on their experiences using simple tools of technology.  As Smorti said "technology is also a creative and purposeful activity aimed at meeting needs..." (1999).  Using the technology of the pencil meet the needs of "J" for this experience.  Under the exploration strand in Te Whāriki it states that "children develop the ability to make decisions, choose their own materials, and set their own problems" (1996).  Therefore it is important for the centre to provide a range of tools where children are able to decide what materials they like to use and can experiment with.       

 

From this experience and reflecting on the range of the different types of technology "J" could have used, paintbrushes, crayons, or pencils.  I believe it is important for children to be exposed to a wide range of communication tools.  I didn't feel I needed to provide "J" with other alternatives for her drawing.  If the tables are set up using a wide range of materials to express creativity then it would be from these experiences children will have the skills to make their own decisions. 

 

     

   

 

 



References:

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

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

Somerset, G. (2000). Work and play in the early years (4^th ed.). Auckland, New Zealand: New Zealand Playcentre Publications.

Technology - will we ever keep up?

Reflection One - 8th August 2013

There has been an interest with some of the children in the centre wanting to write letters.  From this we have been looking at the changes in technology regarding the recording of information.  Children have the opportunity within the centre to experience technology which can be used in reading and writing (Ministry of Education, 1996).  The centre has borrowed an electric typewriter which the children have all taken an interest in.

The significance of this technology was for the children to see and touch it.  Because it is an item of the past children would be able to see what it was like through photo's in books, on the computer or watch it being used on you tube.  Having the typewriter in the centre allowed the children to also experience it first hand.

Initially what appeared to be an item which was familiar to the parents and teachers was so outdated especially in comparison with what the children in the centre are exposed to today.  Even though I had experience on an electric typewriter it took the teachers and parents 20 minutes to work out the setting so the children could just type.  It was noticed however, how quickly the children picked up the skills to use this technology.  Even the younger children through observing the older children using the technology were loading the paper.  Children are exposed and are competent in a wide range of technologies used in the centre, at home and their wider world (Fleer & Jane, 2011).     

What is the technology?  Using this technology allows us to create and store information making it easier to change several times if necessary. Technology is always changing and by allowing children exposure to different types of technology will spark their curiosity for investigation. 

Having the knowledge and skills to develop their own ideas and opinions children will need to meet these in order to participate in this world (Smorti, 1999).  Exposing children also to technology of the past where they can see the changes will enable them to be more knowledgeable in making changes for the future.    These early experiences are foundational for future learning experiences and provide children with starting points as they move into their school years (Ministry of Education, 1996).

 

 

Some of the children then went on to make their own collage typewriter.  I felt this was important for the children to be creative in designing their own model to record information.  Child "L" designed the roller for the paper which included a rubber band to hold the paper.  Different forms of adhesives were used until the problem was solved using masking tape.  Child "L" then shared her knowledge

with the other children to achieve the same result.

 

Child "K's" interest was focused on the mechanics of how it worked.  "This is my typewriter and if I push one of these buttons they'll go bang, bang, bang, bang...".  For "K's" finished collage typewriter she had placed an ice block stick from the keys to the paper which was attached with tape and could be flicked against the roller.  "K" had achieved the sound she wanted.  

References:

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

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

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