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.
Hi Briar. I love how you allowed the child to choose an activity Te Whāiki reaffirms this by stating ‘children develop the ability to make decisions, chose their own materials, and set their own problems’ (Ministry of Education, 1996, p.84). Coloured pencils are an amazing creative experience as they are able to develop in different areas while doing one activity. I definitely agree that this is a perfect experience for developing hand and eye coordination and fine motor skills. A balance of non-digital technology such as coloured pencils and the use of digital technology are important for teachers to understand and make these experiences available to children. The pencil grip and creativity aspect of using a coloured pencil may not be able to be achieved through a digital experience. I agree the children become very engrossed in a creative experience like this and they are able to express their feelings and thoughts in a picture without words. I think this is such a crucial experience and opportunity of learning and self reflection for children to have.
ReplyDeleteHey Briar, it’s great how you redirected the child to use the colour pencils on something else other than drawing on the book shelf. I like how you redirected him by asking the child a question on what he can use the coloured pencils on. With this teaching technique I think that you have taught him how to use the pencils properly and what they should be used on. I agree that they are a great form of non-digital technology; this sort of technology helps children develop their creativity. Te Whariki states that children need to learn “familiarity with the properties and character of the materials and technology used in the creative and expressive arts” (Ministry of Education, 1996) the colouring pencils will help children become familiar with it and how to express their creativity. They will also learn that technology is not just digital or electrical but it also comes in many forms. This is also something that teachers and adults need to consider when teaching children about technology.
ReplyDeleteHi Briar I loved the way you didnt tellt he little boy off however you accpeted that he wanted to use the coloring in pencils so you were encouraging him to use them in the right way. you were also letting him take control of his learning by asking him what else we could use the colouring in pencils for. well done. i agree that this activity was great for the children's hand eye co-ordination and fine motor skills. I also agree that colouyring in pencils are a form of non digital technology, and this peice of technology make it easier for children to express their creativity and emotions. Colouring and darwing is a great form of non- verbal communication and I believe that teachers need to become aware of this esspecially with the age group you are working with. "Technology is also a creative and purposeful activity aimed at meeting needs and opportunities.." (Smorti, 1999, p.5)
ReplyDeleteHi Briar.
ReplyDeleteVery Ineresting blog. It was great how you managed the situation when the child wanted to draw on the book-shelf. Although he used his non-verbal communication by pointing, you picked it up and knew what he wanted. It was good to see team-work between you and the child to help achieve a common purpose of getting the child to express himself with what he required and you as a facilitator. MacNaughton an Williams (2009) comments that “ facilitation supports children’s learning by paying attention to what materials they are offered, how space is used, how their time is organised and how people are used” (p. 82). This act also caught the curiosity of the other children as you mentioned. The reason being that colour bring life and variety into education and is a great form of non-digital technology that promotes and fosters various forms of learning. Te Whāriki denies that “children develop skills with media that can be used for expressing their mood or a feeling or for representing information, such as crayons, pencils…” (p. 80). Further, exploring colouring concepts with children also helps them develop their hand-eye co-ordination skills.