Television

Over the past few days we have been video recording the children’s play and learning, as we are hosting a parent evening on the value of play to extend parents and caregivers knowledge of how children can learn. We collated all the recorded footage and brought the television into the room for the children to watch. The children were very curious yet expressed excitement to see the television in the room. We plugged in the recorder and together watched the children play on screen. The children’s faces gleamed as they realised they were on the television. It provoked thinking and conversation as the children remembered and recalled their experiences. One little girl yelled out “me” and quickly went and pointed to the screen, she then tried to say all the children’s names as she saw them on the screen. The Ministry of Education (1996) advocates “using many materials for different purposes enable children to recognise that different technologies may be used in various places and settings” (p.95).   

I personally loved this moment as the children were so excited and curious to see what was happening on screen. I believe it was very beneficial watching the recorded play as it triggered communication, concentration as well as the opportunity to recall previous learning. MacNaughton & Williams (2009) suggests recalling is a valuable teaching techniques that can reinforce their ideas, concepts and knowledge. Children’s metacognition should be fostered from a young age as this is the time children begin formulating ways of thinking and the strategies they use to think (Arthur, Beecher, Death, Dockett & Farmer (2007).   

The television has evolved tremendously through the years and with no doubt in my mind is a part of everyone’s life. I do believe it has made life easier in some respects such as watching the daily news, learning new subjects and relaxing at the end of the day.  However for children, the first few years in their life are considered the most critical time for brain development and it is viewed that television and other electronic media can be detrimental at this critical time. “Television can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development” (Kids Health, 2012, p.1).

Conversely, after researching and reflecting on this experience, I have become familiar with the benefits of watching television in moderation for children. As there is an opportunities to build analytical skills, learn about vast subjects and culture, interact and build communication skills and inspire children to imagine and think outside the box (Kenney, 2010). I personally would not promote watching television for children and am glad our centre television cannot play real programs for the reason of no aerial. Our centre feels that children see enough television at home therefore we don’t need to promote it as a learning tool. I feel quite strongly about this also as there are too many instances where you here of the television being used for hours on end, practically as a babysitting tool. What I want to emphasise is there needs to be a balance when using digital technology especially when it comes to television and for adults to be mindful of what children are watching. The New Zealand Curriculum says ‘the aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers’ (Ministry of Education, 2007, p.32).  I believe are many positive benefits though there are also various undesirable disadvantages for children and their early learning. Everything in moderation. :)

Reference list:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4th ed.).  Victoria, Australia: Cengage Learning.

Kenney, L. (2010) Advantages for children to watch tv. Retrieved from:                                           http://www.livestrong.com/article/118554-advantages-children-watch-tv/

Kids Health, (2012). How TV affects your child. Retrieved from:                                                        http://kidshealth.org/parent/positive/family/tv_affects_child.html

McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forest, N.S.W.: Pearson/Education Australia.  

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Pallenberg, S. (2012) What happens when apple enters the TV market. Retrieved From: http://www.netbooknews.com/author/sascha/

Coloured Pencils

Coloured Pencils

Today I observed a child caring around a coloured pencil who was about to draw on the book shelf. I encouraged him over to the literacy table however he did not seem to be interested. I asked him what else he can use coloured pencils for and he pointed to the cupboard. I opened the cupboard and asked him if we should get something different he nodded excitedly and helped me pick some coloured paper to put out on the table. Together we searched for more coloured pencils and found a variety of colours and more materials to use such as felts and chalk to put out on the table. A few more children came over expressing curiosity to see what we were doing. Without hesitation the children sat down and begun to create their masterpieces. The children seemed to be enjoying themselves as many of the children had their heads down concentrating though were actively changing colours and communicating to each other. These coloured pencils are a great form of non-digital technology that promotes and fosters various forms of learning. The children are able to express themselves in a creative way while developing their concentration and communication skills. The children are also exploring colour concepts while extending their fine motor and hand eye co-ordination Smorti, (1999) advocates that technology is an important area of early childhood that teachers should be supporting and encouraging with children. The New Zealand Curriculum (2007) also considers children learn best when teachers create a supportive learning environment when exploring technology. I feel this is important as children are more likely to learn in an encouraging supportive environment where they can express themselves freely and explore all learning opportunities. 

Coloured pencils and other writing tools have evolved making life a lot easier. They are a great tool for communication which can help support children’s developing literacy.

I have a new understanding of the various technologies and have an appreciation of non-digital technology and how it has evolved. Ministry of Education, (1996) gives great value for children to “gain experience in using communication technologies such as crayons, paint brushes, chalks, pencils, books and computer” (p.97) as it is a great way to communicate and express their feelings. This shows that there still needs to be that balance as to how and where technology is used in the setting as non-digital aspects very are still very relevant and important. As a teacher we need to scaffold children’s learning around technology and all its aspects as well as widen our understanding of technology to extend our forever growing knowledge and skills.

Reference list:

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.

# Own photos. 

Digital camera

This morning I was observing a child who has recently joined our room in the under two area. She is about to turn two and I have noticed her love of exploring the room in detail. I started to take some photos on the digital camera to capture her interest. She stopped and looked into the camera, smiled, and then stood still and posed until it flashed. She quickly walked over to me and gestured to see the photo. I decided to give the digital camera to her to see how she would use it. Surprisingly she held the camera up and aimed it towards me, clicking the button on top without hesitation. Her expression changed slightly as she began to inspect the camera, to my admiration she had realized she had actually turned the camera off. She pushed the same button again and it turned on and excitedly used the camera to take photos around the room. Later on we printed the photos together and placed them on the walls around the room so everyone could look at her creative learning. To my surprise she knew exactly what to do with the camera therefore she had already learnt knowledge. She also independently used the camera to take photos and curiously solved how to turn the camera back on to take the photo.  The Ministry of Education (1996) suggests children should have “the ability to represent their discoveries, using creative and expressive media and the technology associated with them (p. 88). This piece of digital technology in my opinion fosters children’s learning in multiple ways and has a great impact upon their lives, the Ministry of Education (2007) states that “information and communication technology (ICT) has a major impact on the world in which young people live” (p.36). I feel this piece of digital technology has definitely made life easier to create immediate access to photographs. It has transformed from black and white photographs that took one person to develop one at a time too hundreds of photos being downloaded and printed in colour within moments. I have personally embraced digital cameras especially in my early childhood centre as it is a great way to communicate daily learning in the centre and capture moments that parents would be interested to see. I also feel it makes things easier by capturing moments that we can link to interests and questions, as well as having pictures around the room for children to revisit and recall their learning. I feel this is especially important in a young child’s life because it stimulates their metacognition. Walters (2006) advocates that “digital photography opens up a whole new world of communication within early childhood settings, giving scope for devising more effective ways of engaging children, producing resources and encouraging interaction with parents” (p.6). There are many instances where digital photography and the involvement of children can lead to powerful teachable moments that stimulate participation in learning and motivate interest. I believe it is up to the teachers to use these moments and be open towards them. This made me question my thoughts about how we use digital technology in my centre and how I can foster it further. It also made me reflect upon my image of a child and their growing confidence and capability around using digital technology especially cameras independently.  I have personally been challenged by technology and will acknowledge my ideas about technology are still developing and changing as I learn more and can see its many benefits. I believe technology therefore has a place as long we are ready to use it in a positive beneficial way. I look forward to exploring and reflecting on more technology.

Reference List:

                                                                                           

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Walters, K. (2006). Capture the moment: Using digital photography in early childhood settings, 13(4). Early childhood Australia Research in Practice Series. ACT: Early Childhood Australia.