"Technology and Early Childhood": August 2012

Thursday, 23 August 2012

I-Pad

Today’s children are born into digital environment (Yelland, 2007). Our world is becoming so advanced with technology that it has become a part of everyday lives. ICT is the term used to describe, “the equipment (hardware) and computer programmes (software) that allow people to capture, access, use and share information electronically” (Ministry of Education, 2005, p.2). Our centre recently purchased three I-Pads. Interested children get a turn to use them. Due to a high demand we have a timer so each child gets equal opportunity to be on the I-Pad. The children play educational games on this and are able to go on you-tube to watch clips and they use the digital storytelling applications. They also take photos and videos of themselves and their peers. All the programmes which are up loaded on the I-pad are age appropriate to preschooler. An adult is always supervising while the children are using this device.

By looking at the pictures and videos enhances children ability to portray the reality and gain information which is very useful when they have to recall and draw with paint or crayons. Moreover children can experiences and learn about other cultures and their costumes or dance by looking at videos on the I-Pad. When children are using the I-pad they communicate with others as older children tend to help the new ones on by showing them how to use it where to tap. This is beneficial as they are able to built relationships. Children develop social, physical and cognitive skills by interacting with a responsive environment (Santrock, 2008).

Through using technology children will develop creativity, literacy and numeracy skills. They also explore and discover knowledge and skills associated with expressive media (Smorti, 1999). I-Pads are an advantage for the children as it is easy to use and children are able to learn a lot from the internet by researching. This can be useful mostly to centre which limited resources especially books they can read on line, for example, to know about the life cycle of butterflies or the water cycle. However, I believe that it is important for educators to set time boundaries for the children for using the I-Pads and the teachers should get involved with children when browsing the internet to prevent children from getting exploited by scammers and pedophiles.

With exposures to technology children become more confident on how to operate and master the equipment. Some children have home influence and come into the centre and are able to teach their peers of even the teachers (Siraj-Blatchford and Siraj-Blatchford, 2006). By using the I Pads increases the social interactions amongst children. Recently, early childhood centres has been transformed by information and communication technology. It is another change to curriculum and is broadly accepted as providing exciting opportunities to 21^st century teaching. ICT is now a reality and “no institution, whether private or public will be immune from technological change” (Gibbons, 2006, p.8). Adults using ICT is both rewarding and motivating. To be able to enhance children’s learning teachers need to acquire skills and knowledge around the use of ICT to realise the potential for learning and teaching what ICT has to offer.

Reference List

Ministry of Education. (2005). Foundations for discovery: Supporting learning in early childhood education through information and communication technologies. A framework for development. Wellington,New Zealand: Learning Media.

Gibbons, A. N. (2006). The politics of technologies in early childhood in Aoeteroa/NewZealand. Vol 31, No 4pp. 7-14.

Santrock, J. W. (2008) Lifespan development: international student ed. (12^th Ed.). Boston: McGraw Hill.

Siraj-Blatchford, J., & Siraj-Blatchford, I. (2003). More than computers: Information and communication techology in the early years.London, U.K.: The British Association for Early Childhood Education.

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

Yelland, N. (2007). Shift to the future: Rethinking learning with new technologies in education. New York: Taylor & Francis.

Wednesday, 22 August 2012

BAKING

Cooking can be a joyful creative expression of our caring for other people (Hancock, 2006). Baking and cooking activities are really famous at my centre. On Wednesday 10^th August, I decided to do some baking with the children. First I gathered all the ingredients and the materials that we were going to use. I pre heated the oven and brought all the resources to a table. As this was a cooking activity, my plan was to do it in small groups so that it was manageable and everyone got a turn. Those who were interested joined in. I kindly asked them to them to wash their hands. I showed them that we were going to follow the recipe book and measure all the ingredients. The children started off by having a turn mixing the sugar and butter followed by flour and eggs and baking powder. As we went along we talked about the different ingredients and where they came from. When ready the children picked the colour cases they liked and filled them up with the mix. We made two batches so we all could share. We then took them over to the oven and for safety reasons I asked them to watch as I put the trays in. The children were all excited to see the outcome of their baking and some kept watching it cook through the glass door.

Cooling combines science with maths and logic. “The more actively involved children are in the cooking process, the more they learn from. The independence of process cooking maximises the learning opportunities for each child” (Hancocok2006).I recognised the many learning that was taking place during this activity. Children were able to follow a recipe and know about the ingredients. I supported this by asking open-ended question how where that particular product came from, for example, “where do you think the butter comes from” I asked. This also boosted their self esteem as they were able to problem solve. By mixing and filling the shells enhanced children’s fine and gross motor skills and also their hand and eye coordination. Cooking involves all sorts of new types of movements that allow children to experiment with manipulating their muscles and practising their fine and gross motor skills (Penrose, 1998,).

As a result of working with others children were able to build the social skills (Doyle& Connolly, 1980). . Through interactions children get into conversations which boosted their vocabulary skills. The developing stages relate directly to language development, encouragement and support received from adults and other children (Somerset, 2000). Through cooking children also come to know about other cultures and origins of food. All the children who participated in the activity were very calm and followed the instructions well. This showed that they felt safe and secure within the environment that they were in (Ministry of Education, 1996). By involved in cooking activity the children learnt the concept of measuring, for example, 1 cup flour, two teaspoon baking powder and 500 ml milk and got to know what equipment being used such as the whisk, baking tray, shells and measuring jug..

Children at this age explore their interdependence and by baking they were able to gain confidence. They had a chance to accomplish something on their own and a process of baking. They discovered how cup cakes were made the process involved. Cooking encourages the development of the senses- and taste like sweet, sour, bitter, salt and sense of smell (Hancock, 2006). Cooking experiences are very beneficial as it teaches children teaching children basic skills such as cutting or measuring. By seeing their creation the children are able to have ownership and feel proud of what they made. By tidying up after the activity teaches them how to care of the environment. Children are able to identifying the different food items. This leads to awareness to of healthy eating especially of fruits and vegetables.

Reference List

Doyle, A., & Connolly, J. (1980). The effect of playmate familiarity on the social interactions of young children. Child Development, 51, 217-223.

Hancock, S. (2006) Looking who’s cooking. New Lynn: New Zealand Playcentre Federation.

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

Penrose, P. (1998). Take another look. Waitakere, New Zealand: New Zealand Playcentre Federation.

Somerset, G. (2007). Work and Play: In the early years. New Zeeland: New Zealand Playcentre Federation.

Monday, 20 August 2012

CAMERAS

"Technology is anything which allows us to get information, to communicate with each other, or to have an effect on the environment using electronic or digital equipment (Siraj-Blatchford & Siraj-Blatchford, 2003, p.4)". At my centre we have six digital cameras which the children have access to. They are constantly taking pictures all day at anytime. I have noticed that children are really thrilled by this opportunity. I was amazed to see what pictures they are able to capture and how they see the world through their lenses. The photos are then uploaded on a file and put on slideshow on the centre’s television. Parents and children can view this. ICT has extended the ability to connect relationships and establish communication lines, which in turn has extended children’s learning, and their experiences and parents have been more involved and influenced in children’s experiences establishing responsive and reciprocal relationships (Hatherly, 2009).

By having so much exposure to this technology children are able to also communicate with their peers about what is happening in the picture. This also boots their cognitive development as they are to recall and retell. Children are also able to record events and which can be used in their learning stories. Ellis & Van Scoter (2001) states “studies highlight the opportunities for language use and interaction that technology offers children” (p.9). Children can also print their photos with the help of teachers and laminate them. They usually take body shots of each others, print, laminate and then make puppets by adding paper legs, hands or just ice-block sticks. By looking at the photos children are also able to show to the teachers if they want to re-visit that particular activity. Through the meaningful use of ICT and proper guidance and encouragement learning opportunities for children will be enhanced (Ministry of education, 2007, p.2).

By using and operating the camera the children are keeping up with today’s modern world of technology. Each day children are getting more skillful with ICT. They are also able to teach their peers bringing in the concept of tuakana teina. Technology can contribute to developing children’s dispositions to learning extending their knowledge and appreciative of the world and obtain operational skills. Fostered learning opportunities through the meaningful use of ICT will facilitate children to boost their interactions and expand their perspective which can be achieved by exploring the wider world (Aubrey & Dahl, 2008).

Moreover, in today’s world everywhere technology is visible. It is very important to keep up with the latest technologies and children are so capable and competent learners that in no time they are able to grasp on how to operate and investigate. As an early childhood educator I feel that each day I am learning with the children. Arthur, Beecher, Death, Dockett & Farmer (2007) discusses "[the benefits of having the view that children are competent users of technology who are active agents in their own learning (p. 13)". As an educator I can foster children’s knowledge in technology by role modelling, giving time to the children to explore with camera. Furthermore children need to be educated about taking care of equipment be trusted they are responsible learners.

References

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

Aubrey, C. & Dahl, S. (2008). A review of the evidence on the use of ICT in the early years foundation stage. Retrieved from http://www.e-learningcentre.co.uk/Resource/CMS/Assets/5c10130e-6a9f-102c-a0be-003005bbceb4/form_uploads/review_early_years_foundation.pdf

Ellis, D., & Van Scoter, J. (2001) Technology in Early childhood Education: Finding the Balance.Northwest Regional Educational Laboratory.

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