Thursday, 22 March 2012

Group Blog. Project for Technology with Children
Reflection 2

Reflection 2. Cooking Cup-Cakes
On 2nd of March
Cooking the chocolate cupcakes was one of the recent technological experiences for our preschoolers.  Leading by the teacher who prepared ingredients at the kitchen and brought them on the tray, first group of children were waiting with excitement around the table.  There was a huge difference from usual atmosphere at that morning; I can see it from their sparkling eyes and eager to start.  It was not the first time when our children participated in baking process.  For them it was continuity of learning opportunity for several reasons.  One of the reasons was “an increasing awareness of the technological world that we live in, a world that people have created and changed through technology” (Smarti, 1999, p.3).  The other reason was helping people (children) solve the problems and as part of early childhood curriculum vowed into the Te Whāriki’s goals, strands and principles (Ministry of Education, 1996).  The cooking/ baking “technological activity” using ‘a cooking process as “an adaptation in the modern world” is the most powerful for children development “to meet children’s need” (Smarti, 1999, p.5). 
Our identity we learn from our culture, the food takes the significant place in “popular culture, media and technology” helps children to build their identity (Arthur, Beecher, Dockett, Farmer, & Death, 2008, p.13).  During the process cooking the active learning occurs.  Now days even the cooking is different from the one generation before, we haven’t heard about microwaves with special features, toasters with infrared heating or digital stove, our children will use this technology in maybe next ten years.  Now days some members of the technological society even can’t cook the very simple things.  The people who did not get an opportunity to gain this skill in their childhood now learn from the TV programs organised for them.  To become confident and active members of society children should have opportunities for “a variety of technologies…as they explore the world” (Ministry of Education, 1996, p.98).  This very close to my own thought and feeling about life and teaching requirements.  Now they have a choice how they will use this knowledge in future?  Here is the image of the future trends kitchen


Looking after the process of dough making I was thinking it was great that children learn this technological process, what else?  Yes, the physical skills, communication around the table, the language development and much more.  We can extend their knowledge by scaffolding their knowledge through the next activity promoting “experiment with materials, to play around with ideas and to explore actively with all senses” (Ministry of Education, 1996, p.88).  We can plan to show to children the same activity at Botanydowns Kindergarten and how they do cooking organising the video session on the skype.  Now I am realise how many things children could learn about the technology just during one cooking process, I never think about this part of technology learning before.
The creative thinking is the other side of the same medal.  During the cooking process teacher took the photos from digital camera to support children’s learning, for documentation.  We will print photos on colored printer and add to children’s portfolios.  I would recommend to buy few digital cameras for the children too.  This project proved to me and I will share this information with my colleagues, that children can use such expensive resources.  I noticed that it is possible that “children can make their own audio or video recordings”, the suggesting for the technology involvement from Arthur, Beecher, Dockett  Arthur, Farmer & Death,  (2008, p. 275).  Children knew why we do the photos and wanted to see the images prior they would be printed. 

 The whole process of technological experience would be reviewed in the learning stories and wall’s presentation for parents.  As I noticed our children are familiar with process of reloading images from camera to the teacher’s computer first, where the children have a preview and later can tell the story to other peers, family member or even send the learning stories to overseas relatives through the internet.  One of the girls asked about this possibility.  All learning in technology involves the designing, making and appraising strand (The New Zealand Curriculum, 2007) what we can now be sure was presented at the cooking and baking activities.

You are welcome to participate too.

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
Ministry of Education. (2007). The New Zealand Curriculum http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga  ngā mokopuna Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Smarti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
Santrock, J.W. (2009). Lifespan development (12th ed., International). Boston, United States of America: McGraw-Hill.
Google images (2012).  We are cooking a cup-cakes. Retrieved from: http://www.google.co.nz/imgres?um=1&hl=en&sa=N&biw=1237&bih=646&tbm=isch&tbnid=A3VYzl01eEl_xM:&imgrefurl=http://www.littlecraftybugs.co.uk/infopage.asp%3Finfoid%3D478%26xgroupid%3D101%26subxgroupid%3D3064&docid=h46BFfwqkMZrdM&imgurl=http://www.littlecraftybugs.co.uk/images/Kids%252520Cooking%252520-%252520Making%252520a%252520Mess.jpg&w=320&h=241&ei=j5FmT-jXHuaKmQWOhdGpCA&zoom=1&iact=rc&dur=218&sig=110190205493864820104&page=4&tbnh=133&tbnw=177&start=69&ndsp=24&ved=1t:429,r:7,s:69&tx=108&ty=74
Google images (2012).Technology capture whole your attention. Retrieved from: http://www.google.co.nz/imgres?um=1&hl=en&sa=N&biw=1237&bih=646&tbm=isch&tbnid=-39jV3xWWI-98M:&imgrefurl=http://www.busybeeschildcare.co.uk/Cookery-is-Top-Class-at-Busy-Bees-n-1577&docid=4DUiKP6OYRVchM&imgurl=http://www.busybeeschildcare.co.uk/articleimg/cooking-with-me-2010.jpg&w=450&h=337&ei=j5FmT-jXHuaKmQWOhdGpCA&zoom=1&iact=hc&vpx=879&vpy=150&dur=7273&hovh=194&hovw=260&tx=109&ty=98&sig=110190205493864820104&page=2&tbnh=140&tbnw=181&start=19&ndsp=26&ved=1t:429,r:18,s:19
Google images (2012). The image of the future trends kitchen.  Retrieved  from: http://www.google.co.nz/imgres?start=204&um=1&hl=en&sa=N&biw=1237&bih=642&tbm=isch&tbnid=PuEHy7ZDvUszIM:&imgrefurl=http://flavahome.com/modern-kitchen-cabinets-design-inspiration-glossy-white-ladder/&docid=I9OlmJzGZWd-6M&imgurl=http://flavahome.com/wp-content/uploads/2011/03/kitchen-trends-future-technology-610x460.jpg&w=610&h=460&ei=N-prT8naM9GhiQextsnpBQ&zoom=1&iact=rc&dur=174&sig=110190205493864820104&page=10&tbnh=145&tbnw=190&ndsp=24&ved=1t:429,r:11,s:204&tx=106&ty=91
Google images (2012). End product for the morning tea. Retrieved  from: http://www.google.co.nz/imgres?start=244&um=1&hl=en&sa=N&biw=1237&bih=646&tbm=isch&tbnid=7pjfWQE0p-OWFM:&imgrefurl=http://cookingwithfeeling.wordpress.com/category/memories/&docid=hkFl0UWpQNjn4M&imgurl=http://cookingwithfeeling.files.wordpress.com/2011/05/cupcakes.jpg&w=400&h=300&ei=2pdmT6bTAoTFmAW1oq2cCA&zoom=1&iact=hc&vpx=738&vpy=169&dur=376&hovh=194&hovw=259&tx=153&ty=101&sig=110190205493864820104&page=11&tbnh=139&tbnw=208&ndsp=25&ved=1t:429,r:3,s:244





Posted by at

5 comments:

  1. Hyun22 March 2012 at 22:41

    Through the cooking activity, the children were able to explore to use technologies, like kitchen tools including measuring spoons, whisk and mixing bowls. As you say, I agree that learning occurs through process because technology learning in early childhood settings is not about the completed product but about the technology process (Smorti, 1999).
    I think that if we give children opportunities to use old-fashioned ways without technology, children’s learning will be more effective. The experience of old-fashioned ways allows children to compare convenience with technology and inconvenience without technology. For example, when we mix flour and milk or water, we can suggest children to use hand and whisk.

    ReplyDelete
  2. Hyun24 March 2012 at 20:05

    I think that through the cooking activity, the children in your home centre were able to explore to use technologies, like kitchen tools including measuring spoons, whisk and mixing bowls.
    As you say, I agree that learning occurs through process because technology learning in early childhood settings is not about the completed product but about the technology process (Smorti, 1999). So the baking process enabled the children to understand use of technology if teachers explain what technology is applied. Moreover, if teachers allow children to take photos of their chocolate cupcakes they made and to print and display them, they will explore to use technology more effectively.
    I think that if we give children opportunities to use old-fashioned ways without technology, children’s learning will be more effective. For example, when we mix flour and milk or water, we can suggest children to use hand and whisk. The experience of old-fashioned ways allows children to compare convenience with technology and inconvenience without technology. We can also mention about it by questioning or responding to the children’s exploration.

    ReplyDelete
  3. Hyun26 March 2012 at 23:29

    I think that through the cooking activity, the children in your home centre were able to explore to use technologies, like kitchen tools including measuring spoons, whisk and mixing bowls.
    As you say, I agree that learning occurs through process because technology learning in early childhood settings is not about the completed product but about the technology process (Smorti, 1999). So the baking process enabled the children to understand use of technology if teachers explain what technology is applied. Moreover, if teachers allow children to take photos of their chocolate cupcakes they made and to print and display them, they will explore to use technology more effectively.
    I think that if we give children opportunities to use old-fashioned ways without technology, children’s learning will be more effective. For example, when we mix flour and milk or water, we can suggest children to use hand and whisk. The experience of old-fashioned ways allows children to compare convenience with technology and inconvenience without technology. We can also mention about it by questioning or responding to the children’s exploration.

    Reference
    Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-10.

    ReplyDelete
  4. Lucky28 March 2012 at 02:24

    yes, i found cooking in children's learning and develop takes a big place. children interested in cooking, they are curious about what is going to turn out from the cooking.Also they use their imagination to make things different than usual. I believe every child is unique, they have different backgrounds and experiences. Learning cooking different culture's food is also to learning to respect children from other culture. I remember when i do cooking with group of toddlers, they were siting nicely and looking at the table to see what is going on. The materials on the table have attracted all their attentions. At that time, not even one child was crying, they all very interested in cooking. once they get chance to use they hand to mix and make something they were so happy,and knowing what they were doing. According to Te Whariki Strand 4, Communication " Children develop non-verbal ways of expressing and communication imagination idea" ( Ministry of Education, 1996).

    Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o Aoteāroā. Wellington, New Zealand: Learning Media.

    ReplyDelete
  5. Youri Seo29 March 2012 at 01:28

    Yes, there are lots of technologies in the kitchen area. I am very grateful to think about technological tools, equipments and devices in relation to cooking and baking. Cooking and baking not only include a variety skills and knowledge but also make fast progress in technology. For example, when I do cooking and baking, I use a variety of technologies such as microwave machine, oven, stove, etc. In addition, when children engage in cooking activities, they will experience a wide range of learning with entertainment. I agree that we benefit from technology, and we also use and adjust technological skills and knowledge.

    Smorti (1999) suggests that we are living in technological world, furthermore people keep creating and changing world through technology. Teachers can use technology in teaching, and help children to create their learning and development with technology (Hong, 2008). All educators in early childhood settings should scaffold children’s learning through broadening understanding of technology and extending own knowledge and skill base (Smorti, 1999).

    References
    Hong, W. (2008). Exploring the educational use of blogs in U.S. education. US – China Education Review, 5(10), 34-37.

    Smori, S. (1999). Technology in Early Childhood. Early Education, 19, 5-10.

    ReplyDelete

Subscribe to: Post Comments (Atom)