REFLECTION THREE: Computers in Early Childhood Education

To most people, technology is only considered to be digital devices such computers, digital videos, digital cameras; however as Smorti (1999) states, technology such as a pen, bricks, hammer, newspaper, or even an ice block stick can all be considered as technology as each item is able to help people as well as help solve problems. In my centre, a few parents do not necessarily agree with children working on computers as they feel that children are not learning anything but only using computers for games and for other reasons. However, it is the educator’s job to encourage parents and families to enhance children’s learning by using these different equipment’s that are available to help encourage and develop children’s learning and development. The children in my centre really enjoy working on computers, and learning different ways of how to use a computer. As teachers, we do encourage children to learn about these different technologies, but also being able to teach children about the safety guidelines about the computer. Children already are advanced at using these technologies because of experiences at home and elsewhere. In saying this, most children in my centre are very fast learners when it comes to using digital technologies, and they become so attached and interested in learning more.

One evening at my centre during activity time, I noticed S was on the computer but looked very confused and did not know what she was doing so I headed over and asked if she was ok, she said she was lost and did not know how to work the game. The game was a English game about the sounds of letters. As I went to explain how it works, M walked over and must of heard our conversation and said “here Fa’afetai, Ill help S!” I agreed happily, but asked S if it was ok for M to help her out, and she was more than happy. M explained to her how to use the mouse to select which sound best fit the letter. Later on, I noticed that S was catching up really fast and was on the go playing with this letter and sound game. It was also very encouraging to see that what S learnt from M’s help, she was also able to show others who found difficulty in this also.

The significant use of computers on children’s learning and development encourages a lot of different ways of learning. Children not only have fun and enjoy games on a computer, but they also increase their learning skills, communication skills. Moreover, computer technology offers many opportunities to strengthen many aspects of early childhood education practice. As Ministry of Education (2004) quotes, “opportunities to support and enhance children’s learning and play experiences, opportunities to support and strengthen practitioners professional learning and development and opportunities to support and strengthen relationships and communication between early childhood centres, parents…” (p. 2). As M helped S during their computer activities, they were able to communicate as well as build and maintain a friendly and helpful relationship, also developing their learning skills.

I believe that through using the computer, children are able to learn a lot of things by using the internet to find and explore the things that interest them such as dinosaurs, or even to search pictures or images or different colours that make them happy. Children are still learning mathematical skills, as well as English and language skills through technology because they are able to identify and recognize different things they see by using the internet. Moreover, children are encouraged to learn not only by writing and drawing things but by being flexible in using other ways to learn, as Ministry of Education (1996) quotes, “children use a variety of technologies for different purposes as they explore their world” (p. 98).

References

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

REFLECTION TWO : Digital Camera

With every activity, or even when children just arrive to the centre, to when children are engaged with other children during play I am always there with my camera capturing ever y beautiful, movement, laughs, tears, funny moments that occur throughout each day at my centre. During one morning, I was building blocks with another child until I heard two girls having quiet an interesting conversation. Girl A was asking Girl B what she was doing, Girl B answered; “I’m Fa’afetai! Duurrr, I’m taking photos of the other kids playing cause I like it when they laugh” It was very interesting to realise that children pay a lot of attention to what teachers do in the case they tend to follow. It was also delightful to see that Girl B was using different kinds of materials surrounding her to pretend play about what her camera seemed to look like. However, despite the pretend play of the camera, Girl B definitely knew how to work a camera; she knew all the different buttons that needed to be used when I gave her my camera to play around with. As Isenberg and Jalongo (2010) quotes, “children live firousciously…they animate inamate objects…” (p. 35).

It is very obvious to see how much technology has changed throughout the years, and seeing young children being able to work with cameras as well as other technological devices such as ipad’s, laptops, ipod’s and so on. However, in saying this teachers and educators should be encouraged to keep up to date with the new technologies to be able to extend the children’s learning and development through technology. Smorti (1999) quotes, “if educators in early childhood are to scaffold children’s learning in this area we need to broaden our understanding of technology and continue to extend our own knowledge and skill base” (p. 5).

In a few early childhood centres, technology has only been seen as computers only, however throughout the years, the use of other forms of technology has become more predominant; these include digital cameras, digital videos, as well as electronic instruments. The digital camera can be used effectively with children as it enhances their learning and development. As Scoter and Ellis (2001) states, “the setting, the purpose, and the developmental stages of the children will help decide the best choices for a particular situation” (p.20). With the digital camera, children are able to learn different ways of how to use the camera, in such ways of how to zoom in and out, how to edit a picture, how to use the setting menu as well as being able to identify what kind of images interest them. Scoter and Ellis (2001) also believe that children are able to identify and are capable of telling a story just by seeing different kinds of pictures or images from a digital camera. As well as this, children are able to dictate or write captions that match what the picture is saying for them. To enhance children’s learning and development, the digital camera is a significant type of technology as children are able to share their stories, and their learning with other students, parents and community members via photos.

As children are able to share their learning, findings, and photos with their teachers, parents and family; educators are encouraged to show feedback as well as support towards the children’s work. As the Ministry of Education (1996) quotes, “feedback to children on their learning and development should enhance their sense of themselves as capable people and competent learners” (p. 30). The digital is very much encouraged throughout my centre, and children are able to experience these wonderful technologies that are able to enhance and improve on their learning and development. Moreover, although children learn through various ways of experiences; technology such as the computers, digital cameras or digital videos has substantial potential to encourage and support different ways of teaching children (New Zealand Curriculum, 2007, p. 36).

 References

Isenberg, J. P., & Jalongo, M. R. (2006). Understanding children’s creative thought and expression.  In Creative thinking and arts-based learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall (pp. 3-37)

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Scoter, J.V. & Ellis, D. (2001). Technology in early childhood education. Retrieved from: http://www.netc.org/earlyconnections/byrequest.pdf

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

REFLECTION ONE: Our Love for Books

Throughout my centre, books are one of the technologies that are mainly used. The children really enjoy engaging themselves with different types of books, especially those of which consist of really bright picture books, with a lot of colour, and pictures that they are able to understand. Every morning, the children tend to take time out of their play to read books in their own little corners, as well as this other children encourage other children to get involved and make this a group activity where each child is being involved throughout the process. In doing so, children are able to process and solve their own problems while reading different types of books. As Smorti (1991) quotes, “children use their knowledge about processes and problem solving” (p. 6). My centre is a very strong Samoan based centre, so we try to include more Samoan books or sources to encourage children the Samoan language and culture, although there are more Samoan books, the children are able to identify this and are used by the children the most. As the Ministry of Education (1996) quotes, “children develop the ability to identify and use information from a variety of sources, including using books for reference” (p.88). I think that books is an significant use of technology on children’s learning and development as it develops children’s language skills, as well as being able to encourage communication skills, thinking skills, and creativity skills. People often take advantage of the importance and how much of a big impact books make in early childhood centres with children, however not realising that books are a great example of perfect technology.

Books can play a huge part throughout a child’s life as it teaches children a lot of different things that are able to engage in helping children’s learning and development. As Ministry of education (2007) quotes, "through the technological knowledge strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work" (p. 32). In my centre, we do a lot of different varieties of activities that include books. For instance, during mat time teachers will allow each child to choose their favourite book, and we will read it out to the rest of the children. Afterwards, teachers encourage children by engaging in activities which encourage children to think about what the story was about, what they saw happen throughout the story, what kinds of things they saw, how and why is it important to them. Moreover, by being able to enhance children’s learning through books, activities, group work, as well as working with other children; children are able to build and maintain relationships with others, as well as build on their communication skills. As Ministry of Education (1996) quotes, “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers” (p. 97).

In my opinion, as I stated above; books as technology enhances children’s learning and development as it strongly encourages language skills. Picture books are able to inspire children to practice the different sounds of language. Also, books encourage language acquisition, creativity, imagination, this also builds confidence in children throughout their development. In addition to this, by being able to encourage children to read books, we as teachers and parents should continue to teach and give our children the opportunity to learn new words everyday. Ministry of Education (1996) quotes, “language is a vital part of communication. In early childhood, one of the major cultural tasks for children is to develop competence in and understanding of language” (p. 72).

All in all, through the technology of books; children are able to not only enjoy and have fun reading books, but it also empowers children to develop their learning through early child by being able to confident as well as develop their language abilities.

References:

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

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