ninalovesjesus: August 2011

Tuesday, 30 August 2011

Blogs I have commented on

Sunday, 28 August 2011

Information and Communication Technology

We are living in the information and communication age, our children are growing up in a world of rapidly developing technology. Information and communication technology (ICT) is for all kinds of technologies which enable users to create, access and manipulate information. ICT uses scientific knowledge to work out ways to spread information widely and quickly (Fleer & Jane, 2011). This has involved the creation of the internet and email and file-sharing technologies. ICT has become a very important part in our daily lives, culture and society. Today, mobile phones, computers, notebooks are everywhere, and everyone is so familiar with the use of emails and internet. ICT has become like our daily meals which we can’t live without.

Therefore, ICT is an important aspect of children’s learning and development in the Te Whaariki curriculum (Smorti, 1999). “The Te Whaariki perspective is that children will participate in the symbol systems and technologies of ICT for personal, social, and cultural purposes: for becoming confident and competent in culturally valued enterprises, expressing emotion, making connections across place and time, contributing their own abilities and viewpoints to the community, communicating with others (including appreciating the ways in which the available cultures communicate and represent), and making sense of their worlds” (Ministry of Education, 2004, p4).

Today, T in my centre was into taking photos. He grabbed a play camera from the basket, pulled out the flash light and started to take photos of another boy. While clicking the button on the camera, he said to the boy, “Say cheese!” Of course the camera did not show up his picture because it was broken. I said to him as I handed him my camera, “Here T, you can use my camera.” He was so happy; I can see that his face was all lighting up with excitement. He took my camera and could not wait to start. Firstly, he did not know how to position the camera to make it focused; he even put his finger on the lens. After some verbal direction and his own experiences with the camera, he finally got some nice shots of his friend, me, mum and the white board. He had some great experiences with the camera and learnt some valuable skills today.

The picture with his finger in the way

A picture of the white board

A picture of his friend's chin

Obviously, T has not had much experience taking photos with a ‘real’ camera before or maybe never (Adults normally do not trust children with their camera, because they are easy to break and most of them are very expensive). But he obviously imitated some of the knowledge and skills by observing the adults taking photos. Children take an interest and learn new knowledge and skills by imitating things happening around them (McNaughton & Williams, 2009). I could not believe how confident he was, and how fast he learnt to use it and mastered the skills. I strongly believe children are marvellous fast learners if we provide them the opportunities, time, and space to observe and explore with the technology tools and equipment and the environment around them.

In our centre, we do facilitate our children’s curiosity and interests by lending them our own camera, but not often. I believe we should have a camera for the children’s use only at kindy, so that they can take turns on exploring the environment and people around them and make cool stories of their discovery. That would be awesome.

We as teachers can further his learning and deepen his experiences of ICT by downloading the photos he took onto the computer, print them out or make them into slide show for all the other children to see. We can even type a few words and email them to parents (McNaughton & Williams, 2009). In that way, he will become more familiar with the ICT, how it works and what we can do with them. Hence, it helps him to develop a sense of wonder of this technological (magical) world. Children learn best by being actively involved (McNaughton & Williams, 2009).

It is a pity that we have limited access to our computers now, because we are short of teachers to supervise the computer room (We can only access for rainy days). Also, we hardly use any of the other functions of the computers other than games. As we all know the combine of technology equipment is a precious valuable learning experience for children. It will greatly increase children’s interest in their learning and development of ICT. Hence they can build a firm foundation for their future learning and development in these areas.

In the future, technology may become even more part of our lives, with the development of robots and artificial intelligence for use in business, in the home and in science. Therefore, we as educators need to start develop our ICT skills and knowledge, so that we can plan and implement more meaningful learning activities and experiences for our children. Even though some of us are not technology fans, like me, we can start by learning alongside our children. We do not need to be experts, but as educators we do need to have a positive attitude towards it (Tsantis, Bewick, & Thouvenelle, 2003).

References

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

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 .Wellington: Learning Media.

Ministry of Education. (2004). Kei tua o te pae assessment for learning:
Early childhood exemplars. Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn

1999.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common

about computer use in the early years. Young Children. Vol 58 (1), pp. 1-9.

Monday, 22 August 2011

Children's Learning in Food Preparation Technology

Food processing is another aspect of technology. It focuses on using equipment and materials in appropriate ways (Fleer & Jane, 2011). Every day we use food products that have been prepared and processed using a range of tools and techniques. Food technologies are immediately significant to a very young child: they eat processed food products and food that is cooked at home. It may even be prepared in a food processor or microwave oven. “Process cooking is technological activity or system, developed, used and adapted by early childhood services to meet children’s learning needs” (Smorti, 1999, p.6). Food technology involves problem solving, literacy, maths concepts, reading, science, language, etc (Smorti, 1999). Through processing food, they are able to develop their creativity and imagination skills. It is meaningful and purposeful.

Children love hands-on experiences, especially process cooking, which allow them to taste and enjoy their own products. But the most important part of food technology is not the product but the process (Smorti, 1999). The product is only the extra bonus we get out of the process. Hands-on food preparation experiences, together with literary knowledge and conversations about what is occurring, are the best methods for developing children’s food technology process skills. These experiences go beyond improving food technology skills to improving reading skills, language skills, creativity, and attitudes toward food technology. "The attitudes and expectations that are formed at an early age will continue to influence a child's learning throughout life." (Ministry of Education, 1996, p.82).

In my centre, we have a very small kitchen. I mean really very small. We don’t have any extra room for any big electrical appliances (We only have a microwave and a fridge). Hence, our food technology experiences and activities for the children are limited. We do have some small electrical appliances which we can use for the children, like the popcorn machine, the pancake maker, and the cupcake maker. The children love to be involved, taking turns in making popcorns, pancakes, and cupcake. Sometime we do try to find recipes which do not need any electrical appliances to make, like making jelly, fruit salad, and sandwich, etc. Children enjoyed the experiences and learning every time.

Having Fun Making Cupcakes

Food technology provides children the learning of sensory experiences. Children use all senses in gaining information to understand the materials and their surroundings. From there the children take in sensory input as a springboard for further exploration and making sense of their world. Rich sensory experiences (seeing, hearing, tasting, touching, and smelling) can help children become more observant and curious.

Food technology is cultural and is embedded in its social context (Fleer & Jane, 2011). Different culture enjoys different food in different ways, like most of the Asian people have rice with their chopsticks every meal. As for the European people, they prefer bread, and fish and chips for their meals. Different food needs different cooking techniques and cooking tools. Children are very good imitators, they love to watch how their parents and families cook and prepare food. Then, they adapt that knowledge and experiences and apply them in their everyday play either at home or kindy with or without their friends. In the sociocultural theory, Lev Vygotsky proposes that children’s learning and development are influenced by their culture and the social context they live in.

It is a joy to watch the children making and preparing food in the kitchen corner, sandpit, and the play dough table. They are so full of imagination and creativity. Through these food preparation pretend play, children learn and develop their verbal and non-verbal communication, language, fine motor, coordination, cooperation, sharing, compromising, turn taking, social skills, and of course their imagination and creativity too.

In early childhood, food technology is learned through play. Thus, doing food technology comes naturally for young children. The emphasis in the early childhood learning environment should be on helping children expand their perceptions through observation and experience. As Te Whaariki (1996) state, "Children learn through play - by doing, by asking questions, by interacting with others, by setting up thoeries or ideas about how things work and trying them out, and by the purpooseful use of resources" (p.82).

Tea Party In The Sandpit

Food Perparation At The Kitchen Corner

References

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

Minstry of Education. (1996). Te Whaariki, He whaariki matauranga mo
nga mokopuna o Aotearoa: Early childhood curriculum. Wellington:
Learning Media.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Tuesday, 16 August 2011

Construction Technology in Early Children Setting

Technology is everywhere, and we use it every day. It is science put into action to solve problems and make people’s lives easier (Fleer & Jane, 2011). Technology is behind almost everything in our everyday lives, from computer, cars, lights, to paper, pencil, brick, block, etc. Engineers use technology to design and construct materials and structures such as bridges, roads and buildings. Technology can be seen in all the built structures all around us.

Recently, children in my centre are very interested in building with all the different sorts of blocks, like Unifix blocks, Lego, etc. and especially the wooden blocks. Children inspired each other with their creative ideas and built marvellous constructions.

Therefore, we teachers can help to foster children’s learning about structures by gathering information from the internet and books from the library, to enhance children’s interest and learning in building and constructing. We looked at some famous constructions around the world, like the Great Wall of China, the pyramids in Egypt, the stature of liberty in USA, etc. All the designs are culturally framed. Construction technology is embedded in its social context (Fleer & Jane, 2011).

At mat time, we talked about some basic history and facts behind each of the structures we gathered, especially the sky tower since quite a few of the children were interested in building sky tower. They used all kinds of resources and materials as they worked together to encourage and support each other. They even made sky tower out of toilet rolls and other collage. According to Te Whaariki, it’s our responsibility as teachers to provide resources and a rich environment to support children’s needs and interest. During mat time, we asked the children open-ended questions to find out what they know, and let them ask questions to find out what they wanted to know.

“As educators, we want children to ask technological questions – questions that we can use to build relevant and interesting technological teaching programs” (Fleer & Jane, 2011, p84). We know that children are full of curiosity; they like to ask questions about what they saw and what they did not understand.

Based on the children’s interest, we planned to enhance their learning and experiences further by going on a trip to the sky tower. All the parents and children enjoyed the trip a lot. It was so nice to see them spending quality time together. We took lots of photos from the trip to the sky tower. We wrote a little story and put them into each child’s portfolio for them to treasure their special memory. Children love revisiting their portfolios and talk about the learning and experiences with friends, parents and whanau. The strand of belonging in Te Whaariki states that “children and their families experience an environment where connecting links with the family and the wider world are affirmed and extended” (Ministry of Education, 1996, p56).

Construction technology involves design of structures, building materials and building tools (Fleer & Jane, 2011). When children design and plan about how their structure is going to be built, they are expressing their imagination and creativity. In technology education, creativity and imagination are important aspects (Fleer & Jane, 2011). Imagination helps children broaden their experience. As they choose their materials to build, they encounter with problems, thus it provides them with opportunities to develop their cognitive and problem solving skills.

References

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

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington:

Learning Media.