Final Reflection

I have learnt technology is not only about computers, cameras and phones. There is non-digital technology such as pens, paintbrushes, bikes and puzzles and other things that help children learn and develop their problem solving skills. Smorti (1999) quotes “technology is about helping people and solving problems” (p.5). I never knew non digital technology was a  type of technology it kind of surprised me and took awhile for me to get my head around. Once we discussed it in class and I did some more reading on this type of non digital technology it helped me to understand more about how it worked and why it was looked at as technology. “Technology is everything we use around us – construction, clothing, tools, computers, machines, medicines, etc” (Fleer & Jane, 2011, p.2).

Through analysing children using technology at work, I discovered how much non digital technology was in the classroom that I would have never classed as a type of technology before. I learnt children need technology to help them develop confidence and self esteem and many skills like problem solving and eye and body coordination.

Through my group posting on my blog it has helped me to build self confidence in myself as I felt I did not know much about the topic technology. Getting feedback on my blogs helped me to think deeper about what I was doing and why I was doing it. They also gave me ideas on how I could further extend the children’s knowledge when using technology with them. “Critical reflection on experiences allows teachers to develop a deeper understanding of themselves and their students” (Yang, 2009, p.11). I believe feedback is a good way to see what others think about your ideas and how you can improve your techniques and teaching strategies. By reading my peers blogs it helped me to see their perspective on technology and helped to develop my knowledge further on technology. I found that commenting on their blogs allowed me to again think deeper as I needed to think about some constructive feedback that would allow them to think deeper.

I’ve realised how important technology is in our everyday lives and how much it has an impact on children’s learning and knowledge. Through observing the children using technology and reading my group member’s blogs I have gained so much more knowledge on digital and non digital technology. I never realised the learning behind all this technology and it feels good to now realise what learning children are gaining from all the individual digital and non digital technology. Ministry of Education (1996) discusses the importance of technology and says it is important for children’s ability to solve problems which helps children’s self-confidence and well-being.

I have learnt how to make a blog and to set it up and post my reflections. I feel this has helped me to have a better understanding about how blogs work and the importance of blogs. If I ever have to do a blog at work I will now feel more prepared and knowledgeable about this online journal website.

Reference List:

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

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 15-10.

Exploring puzzles with the little ones

Puzzles are non digital technology and can come in all shape and sizes with different pictures and textures; this makes it a good learning resource for the children. Puzzles are great for all ages, the puzzles are changed and rotated around every week so children do not get bored and continue to be stimulated. Through puzzles children develop many skills such as, motor skills for the fingers and hands. I can see how it helps with the eye coordination skills as they need to look carefully where to put each piece. “It aids their co-ordination of their eyes, hands and body and generally develops accuracy, precision and competence” (Somerset, 2000, p.69).

Puzzles teach children problem solving skills as they need to think about what shape will fit into one another. Ministry of Education (1996) states “toddlers have opportunities to explore the ways that shapes and objects fit together by using two-  and three- dimensional materials (91).When children are working with puzzles I like to talk to them about the theme of the puzzle they are using for example; if it was an animal puzzle I would talk about the different types of animals. I feel this allows children to engage further as they actually look at the puzzle so; they are able to answer my question instead of just sticking the piece in. I also like to talk about why some pieces will not fit into certain shapes; I believe this develops their thinking to a higher level. Children should have “an understanding of material properties, uses, and development is essential to understanding to how and why products work the way they do” (Ministry of Education, 2007 p.32).

Yesterday I was sitting with one child who was only nine months old and I watched her as she explored the puzzle. She closely observed each piece of the puzzle and tired to put the pieces in. She banged them and banged them but she did not realise each piece was a different shape, which I could see frustrated her. I showed her how the pieces went in and then pulled them out again, this allowed her to see where they went and then she was able to get a few pieces in. I never realised that a child this young could be so stimulated for a long period of time with a puzzle. This has made me encourage younger children to explore the puzzles as young children thrive on challenges. “Mobile infants need an environment that allows for problem solving, exploration, and interesting experiences” (Gonzalez-Mena p.318).

I can now see that puzzles provide children with more than just an activity to do it helps them to begin to problem solve, which introduces mathematic skills as they need to think about sizes and shapes. “Capability in solving practical problems contributes to self-confidence and well-being” (Ministry of Education, 1996, p.94). It allows children to build confidence in them self as they can see themselves as a competent learner which allows them to feel a sense of belonging in their setting. I believe problem solving is a necessary social skill for when they are older.

The problems I find with the puzzles are children seem to all want to do the same puzzle at the same time which causes conflict between the children. I try to overcome this by showing the children the other puzzles and telling them they can have a go at it once their friend has finished. The arguments over certain puzzles make me think about what it is about this particular puzzle do they like? Do they want it only because their friend has it? I found asking myself questions made me observe the children more closely so I could find the answers.

Reference List:

Gonzelaz-Menza, J. (2008). Foundations of early childhood education: Teaching               children in a diverse society (4^th ed.). Boston: McGraw Hill.

Ministry of Education, (2007). The New Zealand Curriculum. Wellington, New                  Zealand: Learning Media.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Somerset, G. (2000). Work and play in the early years(5^th ed.). Auckland, New       Zealand: New Zealand: New Zealand Playcentre Publications.

Websites:

Google images. Puzzle pieces, (2008). Retrieved from, http://www.google.co.nz/imgres?q=puzzles&hl=en&biw=1366&bih=613&gbv=2&tbm=isch&tbnid=YcwdSL2RM4vznM:&imgr

Google images. Barn yard animals, (2009). Retrieved from http://www.google.co.nz/imgres?q=puzzles+for+infants&hl=en&gbv=2&biw=1366&bih=613&tbm=isch&tbnid

Google images. Wee little miracles, (2009). Retrieved from

http://www.google.co.nz/imgres?q=toddler+doing+a+puzzle&hl=en&gbv=2&biw=1366&bih=613&tbm=isch&tbnid=

Cameras with infants and toddlers

Teachers and I use cameras a lot in my room, so the children are very familiar with them. I find cameras a very important piece of technology within the early childhood setting. I find them important because they are able to catch important experiences and milestones of the children. Bruce (2006) tells us “the use of a digital cameras can encourage children to reflect on past experiences, observe details, share personal likes/dislikes, sequence events, record and share a significant event” (p.22).

I enjoy sitting down with the children and going through the photos with them and talking about what is happening in the picture. Some of the older children are able to point out their peers and say their names. “Toddlers are encouraged and helped to name, think about, and talk about what they are doing” (Ministry of Education, 1996, p.91). The children are learning to recognise their friends through the use of this technology. When the children see themselves and friends together in a photo on the camera you can see how happy and excited they become. I feel this brings about a sense of belonging and self worth for the children.

I have noticed the children have become more intrigued in the camera since teachers and I have started to sit down and look through photos with them. They are interested in how the camera takes photos, when I showed them they how I realised they were very curious about the flash. I decided to put it on the setting where it takes two photos at once, one with a flash and one without a flash. When I showed the pictures with the children I talked about how one was darker than the other, and why the one with the flash was brighter in colour. This allowed the children to learn about different types of lighting and shading.

 Another time when I sat down with one girl she noticed there was no picture on the screen and she could see the people moving around her through it. I told her I had not taken a photo yet, she showed a lot of interest in the camera screen moving. I thought it would be a good learning opportunity for her to hold the camera and to look around with the camera herself. She really enjoyed this and kept saying ‘WOW, WOW’. The New Zealand Curriculum states “in technology, students learn to be innovated developers of products and systems and discerning consumers who will make a difference in the world” (Ministry of Education, 2007, p.17).

I’ve realised that it is not just important for the children to look at the photos but to allow them to experience what the camera is like when it does not have a photo on the screen. I never thought about how the children thought the camera worked and this made me realise they did not have a clue this was eye opening. Now when I sit down with the children I am going to make sure I show them how it operates and show them how to take photos. “Children use a variety of technologies for different purposes as they explore the world” (Ministry of Education, 1996, p.98).

The challenges I faced using the camera with the children is they all wanted to look at the pictures at the same time. This was hard as the cameras screen is not very big so, I made the most of this opportunity to introduce turn-taking. Turn-taking is an important skill for social competence which is why I thought it would be a good idea to talk to the kids about sharing.

Reference List:

Bruce, T. (2006). Early Childhood: A guide for students. SAGE Publications Ltd,   London.

Ministry of Education, (2007). The New Zealand Curriculum. Wellington, New                  Zealand: Learning Media.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Picture references:

Google Images .Cameraonlineshop (2001). Retrieved from,

http://www.google.co.nz/imgres?hl=en&biw=1366&bih=511&gbv=2&tbm=isch&tbnid

Google images. childrens-digital-cameras (2010). Retrieved from,

http://www.google.co.nz/imgres?q=showing+children+cameras&um=1&hl=en&sa=N

Google images. Cameras (2006). Retrieved from,

http://www.google.co.nz/imgres?q=showing+children+babies+on+cameras&um=1&h

Google images. Childre&babies (2001). Retrieved from,

http://www.google.co.nz/imgres?q=showing+children+babies+on+cameras&um=1&h

Goggle images. Camera children (2004). Retrieved from,

http://www.google.co.nz/imgres?q=showing+babies+the+photos+on+the+camera&s

Hyperlinks

Rebecca

http://rebccah.blogspot.co.nz/2012/03/baking-with-non-digital-technology-in.html?showComment=1331603448495

http://rebccah.blogspot.co.nz/2012/03/drawing-activity-passionvine-moths-are.html?showComment=1332196552506

http://rebccah.blogspot.co.nz/2012/03/using-ipads-in-centre.html?showComment=1332480344331

Jessica

http://jessicamblog90.blogspot.co.nz/2012/03/jessicas-blog.html?showComment=1331704078882

http://jessicamblog90.blogspot.co.nz/2012/03/making-recycled-paper.html?showComment=1332478898534

http://jessicamblog90.blogspot.co.nz/2012/03/pirate-play.html?showComment=1332806604561

Chantel

http://chantellourens.blogspot.co.nz/2012/03/priceless.html?showComment=1332193243200

http://chantellourens.blogspot.co.nz/2012/03/skype.html?showComment=1332806831782

Kim

http://kim00000000001.blogspot.co.nz/2012/03/camera-fun-with-under-twos-cameras-are.html?showComment=1332316224197

http://kim00000000001.blogspot.co.nz/2012/03/musicand-music-players-asan-infant-and.html?showComment=1332806737921

Megan

http://meganjaynec.blogspot.co.nz/2012/03/digital-cameras.html?showComment=1332200666241

http://meganjaynec.blogspot.co.nz/2012/03/water-in-sandpit.html?showComment=1332479686673

Motorbike with Infants and toddlers

In the outdoors the infants and toddlers have access to motorbikes to ride on to help increase their muscles and physical development.

 

Ministry of Education (1996) explains how it is important for toddlers to have access of a variety of equipment that will further enhance their fine and gross motor skills. I understand the children use these as a source to get around with. I see how it helps them to develop their gross motor skills, coordination skills and balance. When I started observing the children using this non digital technology tool, I noticed some of them could not get onto the bikes properly. They tried getting on backwards and got frustrated when they wondered why they could not balance properly and soon tumbled off. Smorti (1999) talks about how technology is used to solve problems and help people. I recognised this was a challenge for the children learning to ride the bikes and they needed to develop the right skills to be able to get on the bike correctly and be able to ride it. The children have taught me that they all learn in different ways in their own time.

By actually watching the children I realised few of the children could not manoeuvre the bikes to go to where they wanted. Watching the children bang into the walls and obstacles in the playground allowed me to realise not all children were able to manipulate the bikes to go where they wanted to go. I helped the children when they got stuck by talking to them about where they should go next and how they would. I do not like to tell the children what to do and do the problem solving for them.

 After awhile of practicing I learnt the children were able to find their sense of direction and had more confidence in controlling the bikes to go where they wanted. “Through the technological knowledge strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work” (Ministry of Education, 2007, p.32). I believe through these bikes children are able to learn about movement and as the children like to turn the bikes over to examine how the wheels work by spinning it around. Santrock (2009) says “the key skills in learning to walk appear to be stabilizing balance on one leg long enough to swing the other forward and shifting the weight without falling” (p. 130).

I feel this piece of non digital technology is a good learning aide for the children who are crawling or just beginning to walk as, it helps them develop strength in their legs, while providing them with a sense of security. “They gain confidence in and control of their bodies” (Ministry of Education, 1996, p.82).

A challenge I found with this non technological tool is that a lot of the children who were just beginning to walk needed help getting started to ride the bikes as they hoped on them and expected to just go. Ministry of Education states “growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (P. 96). The staff and I needed to spend some one on one time helping the children learn what to do with their feet and how to steer the bike once they were able to use their feet to push them around.

Reference List:

Ministry of Education, (2007). The New Zealand Curriculum. Wellington, New                  Zealand: Learning Media.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Santrock, J.W. (2009). Lifespan development (2^nd ed.). New York, NY: McGraw-Hill.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 15-10.

Websites:

Squido-Motrobike. Retrieved 15 March 2012 from,

http://www.google.co.nz/search?tbm=isch&hl=en&source=hp&biw=1366&bih=613&q=childs+motorbike&gbv=2&oq=childs+motorbike&aq=f&aqi=g1g-S3

Traceyssimpleshoes. Retrieved 15 March 2012 from,

http://www.google.co.nz/imgres?q=babies+feet&hl=en&gbv=2&biw

Children’s motorbikes for all. Retrieved 15 March 2012 from,

http://www.google.co.nz/search?tbm=isch&hl=en&source=hp&biw=1366&bih=613&q=childs+motorbike&gbv=2&oq=childs+motorbike&aq=f&aqi=g1g-S3g-

Milestones-of-babies. Retrieved 15 March 2012,

http://www.google.co.nz/imgres?q=crawling+baby&hl=en&gbv=2&biw=1366&bih=613&tbm=isch&tbnid

Toddlertricylces. Retrieved 15 March 2012 from,

http://www.google.co.nz/imgres?q=toddlers+riding+tricycles&

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