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 (4th
ed.). Auckland, New Zealand: New
Zealand Playcentre Publications.
I really like this reflection and how it enabled the child to connect her kindy life with her home life. I believe that it is vital that children are able to make these connections between kindy and home and this low level technology of coloured pencils allowed J to do this. It is great to see that this technology created opportunities for communication, which was also enhanced by your teaching technique of questioning. I like how you let J choose what technology she wanted to use to make her picture. This was important and allowed J to truly take ownership of her picture and learn through the process rather than being told what to use and draw.
ReplyDeleteTo further extend J’s experience you could (with J’s help) put all of her farm drawings into a book, this will introduce other forms of technology for J to experience as well as further enhancing her sense of ownership. She will also be able to share her book with her peers and whānau and use her communication skills to tell them what it is about.