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 (4th 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(5th 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=
Hi Ellisha
ReplyDeleteI liked how you started you reflection off, it’s straight to the point, what form of non-digital technology you are talking about. You also explained the skills children gain from using a puzzle, which is great to see you acknowledge the learning gained from this technology. Reading through your blog you explained how you like to talk about the theme of the puzzle with the children, this is a great way for the children to observe and explore the piece of technology. Your reflection is well detailed with the learning the children gained from the puzzles and also the learning you gained from children using this piece of technology in the centre. You gave yourself great questions to think about from the experience but also for next time you overcome this experience with the children. Overall a well written interesting reflection Ellisha. Great job :)
Ellisha, I defiantly agree with you, there is a puzzle for each age group. It is great to see that you rotating the puzzles. You have some good links to literature to back you up, and good links between The New Zealand curriculum and Te Whaariki. It is nice to see you acknowledge what the children are learning through this non digital technology. It also nice to see you talk to children when they are building a puzzle. Ellisha maybe you can provide the children with puzzles that they are interested in, for example it most of them are interested in fire engines, provide them with a couple puzzles about fire engines, same if your planning involves around animals, to just have animal puzzle out. Ellisha, Ka pai on a very well written reflection, I found your blog interesting to read.
ReplyDeleteHi Ellisha
ReplyDeleteI really enjoyed reading your blog on the use of puzzles with infants and toddlers as it is so interesting to see a different perspective on this activity as I work with older children. I really liked the way you noticed and recognized the learning and developmental skills that the infants and toddlers were gaining from this experience. I also thought that it was great that provided an in depth reflection on your own personal develop, learning and growth throughout this activity. I thought that the way you firstly let the child try and figure out where all the pieces went before you actually stepped in and showed her was such a great learning opportunity not only for her but also for you as discovered and was surprised about how long this child remained stimulated with this activity. I really liked the way that you decided to ask yourself questions. It showed me that you were thinking about ways of how you could further enhance not only the children’s development but also your own. Overall this was a great reflection. Well done.