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