Reflection 1
Technology in my Early
Learning Centre for preschool children. LEGO
When I started
this assessment I thought that children in the centre where I am working do not
use the any technology, especially High-Tech.
But gradually when I learnt more about the subject I did realised they
do it in their symbolic play, practically every day.
For example: Two boys from preschool group made the cells phones
and talked to each other. One was even
complained that his friend sent him a text, but he can’t read. What he can do? Teacher advised to dial to his friend.
Other pair. One of the boys A. gathered “super flat
camera” from the LEGO with the hole in the middle. His friend C. was playing on pretended laptop
computer (he opened the book and connected the keyboard by the cord). A. came to his friend and asked to show him
the images he got in his camera. They
put the cord through hole in the camera and connected it to the “laptop”. Together they were looking at the book’s
images pretending that it is the images from the camera. Later they wanted to print the best images
they choose, to show to their parents.
We use the centre printer and copy one picture for each boy. They do surprise me again, the children knew
what to do and pick up printed copy as if they do it each day.
The girl L.
was playing with magnetic board, pretending that it is iPod. She arranged LEGO small blocs around the board and wanted to send the picture she draw to her mum, but didn’t know the
“a special word” to do so.
Children learn though play, but only in the preschool age children start to play the symbolic play where “children use objects to pretend, or take on roles themselves” (Gonzalez-Mena, 2008, p.100).
Children learn though play, but only in the preschool age children start to play the symbolic play where “children use objects to pretend, or take on roles themselves” (Gonzalez-Mena, 2008, p.100).
Children can
see from home environment the conversation between people in opposite site of
the planet by using Skype. It is their
everyday life where they learn just observing their eldest brothers and sisters
in using iPod. In early learning centre
our teachers use the laptop computers, digital cameras, than show the photos to
children.
It has been argued that the development of ICT has not only influenced the form of play, but has also brought play, as a concept, more visibly into the lives of older children (Sheridan and Pramling-Samuelsson, 2003). Now days our life are been changed dramatically from the point of technological view.
It has been argued that the development of ICT has not only influenced the form of play, but has also brought play, as a concept, more visibly into the lives of older children (Sheridan and Pramling-Samuelsson, 2003). Now days our life are been changed dramatically from the point of technological view.
The
New Zealand curriculum (2007) defined the technology as “intervention
by design: the use of practical and intellectual resources to develop products
and systems (technological outcomes) that expand human possibilities by
addressing needs and realising opportunities. Adaptation and innovation are at the heart of
technological practice.
“Constructive play occurs when children
engaged in the self-regulated creation of product or solution” (Santrock, 2008,
305).
Last generation been born in ICT world where “most children now experience a range of technologies as part of everyday life” (Arthur, Beecher, Dockett, Farmer, & Death, E 2007, p.12). For them it is not surprising that mum and dad use the cell phones to text or to talk at any place and time.
Last generation been born in ICT world where “most children now experience a range of technologies as part of everyday life” (Arthur, Beecher, Dockett, Farmer, & Death, E 2007, p.12). For them it is not surprising that mum and dad use the cell phones to text or to talk at any place and time.
When I took in
account all these pretending plays I do realised that children from my centre
can use the High-Tech even if they have them only in their imaginative world,
but they already familiar with the concept of technological world and they do
use it without thinking. They didn’t realise
that ten-twenty years ago it was the problem to call to someone if person not
at the particular place with phone line.
We were only dreaming about the possibility to talk to people and see their
faces, now it is Skype and even four year old knew about it.
The
life makes the changes not only in our adults’ world but also reflected in the
children’s play. Do we want it or not it
is unavoidable strikes us. Therefore as
the NZ Curriculum states children should know ‘a broad technological
literacy’ to be knowledgeable and free in society, through learning “practical
skills as they develop models, products and systems” (Ministry of Education,
2007).. UNESCO,
the United Nations Education, Social and Cultural Organisation, defines
technology as:"...the know-how and creative processes that may assist
people to utilise tools, resources and systems to solve problems and to enhance
control over the natural and made environment in an endeavor to improve the
human condition." (UNESCO,
1985).
Reference list
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed). Melbourne, Australia: Cengage Learning
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed). Melbourne, Australia: Cengage Learning
Gonzalez-Mena, J. (2008). Foundations
of early childhood education: Teaching children in a diverse society (4th
ed.). Boston: McGraw Hill.
Noirin S, D.
Hayes Brian O’Neill. Play and Technology for children aged 4-12. Centre for Social and Educational Research Dublin
Institute of Technology Centre for Social and Educational Research. Dublin
Institute of Technology
Santrock, J.W. (2009). Lifespan development (12th ed., International). Boston,
United States of America: McGraw-Hill.
Sheridan, S.
and Pramling-Samuelsson, I. (2003) 'Learning through ICT in Swedish early
childhood education from a pedagogical perspective of quality', Childhood
Education, Vol. 79, No. 5, pp. 276-77.
UNESCO.
(1985).The United Nationals Education, Social and Cultural Organisation.
Author. Retrieved from: http://www.pa.ash.org.au/tefa/wite.html
Google
images (2012). Child using laptop computer Retrieved from:
Google images (2012). LEGO Laptop computer. Retrieved from: http://www.google.co.nz/imgres?um=1&hl=en&sa=N&biw=1237&bih=642&tbm=isch&tbnid=jI3NXgD0KatpjM:&imgrefurl=http://www.cesol.org/laptops/lego-laptop/&docid=XzHlthyEPqGZoM&imgurl=http://farm1.static.flickr.com/35/123760608_a4963d0473.jpg&w=500&h=375&ei=OPRrT5O3EsHxmAXP9_WiBg&zoom=1&iact=hc&vpx=303&vpy=179&dur=3&hovh=194&hovw=259&tx=154&ty=116&sig=110190205493864820104&page=1&tbnh=125&tbnw=171&start=0&ndsp=18&ved=1t:429,r:1,s:0
You found various non-digital play of children associated with technologies.
ReplyDeleteParticularly, making phones with LEGO is amazing! Although it is non-digital play, through pretend play, children can have opportunities to think about digital technology. In order for more effective technological learning, I think that teachers can provide real things which contain technology so that children compare with real phones and toys. Teachers can support children to think about what is technology, why it needs and how we use by communicating with them.
One of my readings maintains that teachers should continually ask questions to children by using “what if…?” so that they identify technological functions hidden in applications; experiment potential possibility and solve problems (Siraj-Blatchford & Siraj-Blatchford, 2006).
If the experiences teachers provide were the real technological things, it would be much more efficient for children’s learning. If not available, teachers can use photos of the objects and encourage children to think about convenience of technology by using them in the real life.
Reference
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.
Right, we can find out children’s learning through observation and engaging in their play. When we noticed children’s learning and development, we became surprised and realised again that children have the ability to learn and develop during their play. Because children use their senses to experience the world, they can improve their ability to communication and control their behaviour through labelling (Gonzalez-Mena & Eyer, 2010). I think that the children have experienced to learn technological knowledge through using it in their surroundings. That is, the children expressed and used their technological knowledge such as sending text, using mobile phone and printers.
ReplyDeleteI agree that children can learn new skills and knowledge both home and centres through observing others. Teachers need to help children to extend learning through providing technological resources and engaging children’s play actively. Learning begins at home, and children’s own home plays an important role in extending early learning and in laying the foundations for successful future learning. In addition, teachers need to provide challenges for creative and complex learning and thinking through helping children to extend their ideas and actions (Ministry of Education, 1996).
References
Gonzalez-Mena, J., & Eyer, D. W. (2010). Infants, toddlers and caregivers: A curriculum of respectful, responsive care and education (8th ed.). New York, NY: McGraw-Hill.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
I had never through of children imitating technology devices with what we might call non-technological toys in a pretend way. It strikes me that it is actually very common, and children want to imagine or pretend that they can use the things that adults can. Upon reflection I thought about it and realised children do it every day. It opened my eyes to the impact technology has on the children’s play.
ReplyDeleteI thought about it further and I think that really Lego is technology to too. Lego is made from plastic that is made from oil, refined and produced in a large factory using very hi tech machines. It is as much technology as the cell phone or camera that they were making them in to. When the children pretend they have guns and shoot each other they are representing technology with more basic things like sticks or other things. “Imagination and creativity are the great assets of Early childhood” (Isenberg and Jalongo 1993)