Reflection Three: Infants Technology

Date: 23/08/2012

At my centre, I have noticed the infants have being very active in physical activities where they feel free to move around in their environment and enjoy themselves. Today our centre manager brought in some new plastic buckets and tennis balls for our infant room. This caused excitement amongst the infants because they knew it was something new. They really notice anything new that we get in the room and are always ready to investigate. I placed the buckets and balls on the floor for them to explore and sat down beside them. Two of the infants, A and B were right in there grabbing the bucket to check it out. A was more interested in playing with different coloured and sized balls. A took the ball in one hand, then he placed it in my hand which were cupped, and then he went to get some more balls. I realized that he was trying to see how many balls can fit in my hands. B stood there and watched what A was doing. A has  given B a bucket with balls and B finds it more interesting to tip the balls just like A did before, “Modeling is a process through which children learn how to behave by copying (modeling) the behavior of others”(McNaughton & Williams , 2004, p. 124). She too picked up more balls and started placing them in my hands. If the ball gets out of her reach, she would let out a scream of excitement and grab the ball and puts it into her mouth again. I decided to extend their testing and learning a little further by making a gap between my elbows so that when they placed the balls on top it would roll down and fall through the gap. I encouraged them to go find more balls and place them in my hands. They did this few times placing the ball and it kept on falling. Later A realized that there was a gap, and she came closer and pushed my elbow to fill the gap. According to Piaget’s theory, infants develop their cognition by using their senses to explore the world. Through this they invent their own ways to solve sensor motor problems, like crawling and grasping so that they are able to look for their toys (Santrock, 2008). I found the different shaped and coloured balls great for the infants. It proved different textures, touching, pressure senses for them to play with. Through technology, infants seem to be learning different coloured objects at a time and observation enable them to gain confidence to explore as a learning opportunity. By encouraging A and B to place the balls in my hand they were learning about capacity, the amount that can fit in my hands. They were also observing and experimenting by placing the balls and seeing what happens, then trying to solve the problem that was occurring. By talking to them about what were happening but not quite giving them the solution, letting them experiment, try and solve it themselves was quite useful way of learning for them..By going through the play with the balls, they were also learning about Maths and science, and developing their gross motor skills, while they went and picked up the balls and came over to place it in my hands. This learning experience and technology enable children to solve problems and build confidence in their future life. (Smorti, 1999) suggests that “using a process approach to technology it is doing that is important rather than the product” (pg.6)

I love the way that they were interacted and explored objects using their five senses. The activity promotes the development of concentration skills, through the exploration of interesting objects (Ministry of Education, 1996). These infants also develop their social and language skills as they interacted with sharing the resources. . According to Te Whaariki, children feel that they belong in the centre when their play is valued (Ministy of Education, 1996).Through active interaction with A and B it provides them with opportunities to learn by trying out ideas, and making sense of the world They were interacting with me while I was talking to them about what they were doing and what was happening with the balls, Child A and B had few words which they communicated. As children use technology such as the computers they only use their hands and eyes coordination where as doing things on their own encourage them to use variety of strategies work things out. As stated by Ministry of Education (1996, p. 88), “Children develop the confidence to choose and experiment with materials, to play around with ideas, and to explore actively with all the senses. By encouraging them and giving then positive reinforcement I was adopting B.F Skinners behavioural theory, where I was encouraging them to pick the balls and keep on trying and they repeated the action. (Bird,L & Drewery, 2008).

References:

Bird,L., & Drewery, W.( 2008). Human development in Āotearoa: A journey through life       (2nd ed), (pp.38-47). Auckland, New Zealand: McGraw Hill.

 MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:  Choicesin theory and practice (3^rd ed.).Melbourne, Australia: Addison Wesley Longman

Ministry of Education. (1996). Te Whāriki: Hē Whāriki Mātauranga mō  nga

Mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning

            Media.

Santrock, J.W. (2008). Lifespan development: International student edition (12th ed.).Boston, Ma., United States of America: McGraw Hill.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999, 5-10. 

Reflection Two: Cooking

Date : 20th August, 2012

Our centre approaches children on cooking and baking once a week in their curriculum. This week I chose my activity with children as making roti/chapatti (Indian bread) .I showed the children an illustrated recipe for roti making with which we discussed and checked the ingredients before we started to make the dough. Children were given chances to measure flour, salt and oil. We measured the flour and counted how many cups we added to our big bowl. There were all mixed age children gathered on the table to take their turns while they were watching others. Everyone had a chance to added ingredients and also mix the ingredients. Then we poured water into it to make the dough. Later, children pounded on the dough to make it smooth I told them when the dough is ready we are going to roll it, cook it and eat it for morning tea.  Children picked small portions from the dough to make smooth balls from it. Then they used a rolling pin to roll it flat into a shape. After that teacher brought a non stick electric pan to the table and I cooked roti along with the children. Te Whaariki states that, “Children develop confidence that they can participate and take risks without fear of harm” (Ministry of Education, 1996, p.52).

During the process children explore using non stick spoons, mixing flour, measuring, counting and pouring the ingredients. Everyone had a turn to flip the rotis and they were very careful flipping it over with a non stick spoon. I guide and helped them to hold the non stick electric pan. While children were taking their turns to mix the ingredients I noticed that they are exploring the equipment and enjoying with their peers. Children followed the recipe for developing and understanding the process of cooking. Smorti (1999, p. 5) states that “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 or knowledge and skills”

According to Vygotsky's socio cultural theory emphasises the role of culture and people surrounding the child. He believed that working together gives opportunities for the child to explore on experience better and that learning takes place when the child interacts with his social environment (Santrock, 2008).

I encouraged them by asking open ended questions as “What should we do now?” “Why do you think its cooked?” Finally children enjoyed eating their rotis with butter and tomato chutney on them. Children seemed to enjoy the whole procedure of roti making and seemed very excited. They were constantly interacting with each other while preparing their rotis. Children were so excited to see what they have done and tasted it. Child J said, “Teacher very yummy” and kept on eating until teacher A stopped him from eating. Te Whaariki sates that, “Children develop self-help and self-care skills for eating, drinking, food preparation” (Ministry of Education 1996, p.48). Cooking also involves children using their senses for example touch, scent, and taste. Te Whariki also talks about how children must develop an awareness of and delight in discovering smells and tastes which are different

In this activity I have seen children know the rules of preparing food like, no licking and no touching the mixed ingredients while pouring. This has shown that our children inherit their parents from home which is very good on showing respect towards preparing any food. Smorti, affirms that using a process approach to technology supports the doing as more important rather than the product (1999).Through this process of cooking, I believe that children learn the concept of mathematics and experienced using the technology.  

Reference list

Ministry of Education. (1996). Te Whāriki: He whāriki maatauranga moo ngaa

          mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning

            Media.

 Santrock, J.W. (2010). Lifespan development: International student edition (12th ed.).Boston, Ma., United States of America: McGraw Hill.

Smorti , S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999, 5-10. 

 Reflection One: Using the Laptop

Reflection one
15 August 2012

 In today’s modern world, Laptop’s are very much as a part of our everyday life. The toddlers and young children are watching their parents, siblings and even their teachers using them at school and at their home every day.

This morning I put the laptop outside on the mat to show the toddlers different kinds of outdoor games with rules and how it is been played. The children showed an interest watching the games on the laptop.  Child H was the first one to approach to me to tell that he knows all the games which I showed him in the laptop and also told me that his favourite game was soccer. I asked H,” what else he can tell the children about the soccer game?  H said, “I know how to go on the games on this laptop”. So I asked him to show me and the other children how to go on the games and how it is played on the laptop. H went on the laptop with no hesitation and with confidence and showed the children about using his ICT skills which had surprised me. I find with allowing the children access to computers they are able to build confidence in using it to answer their own or others questions “Children experience an environment where their play is valued as meaningful learning and they develop an expectation where they take responsibility for their own learning and also their spontaneous play is recognised” (Ministry of Education, 1996, p.84).

The area I had the activity was emotionally safe for the children to play.  The boys were comfortable playing soccer games on the laptop for a while with their rules and by pressing the buttons on the key board. I was surprised to see how H and K played the soccer game and showed the younger children how to use the laptop. They followed the game rules by watching how the game was played on the laptop. "Children experience an environment where they gain confidence in and control their bodies" (Ministry of Education, 1996, pg.86). The children interacted with each other and shared their play experiencing the outdoor environment. The learning here was developing physical, social, reasoning and language skills. Here H and K are sharing and experiencing these skills together. While observing the children on the laptop I have noticed two different things, the first being the different levels of social competence children have when using the laptop. They also know how to use the keyboard letters and keys as well as how to move the mouse around. This shows that these two children have some sort of ideas and knowledge of how to use the laptop at home. The second aspect I have noticed is the children’s engagement in the laptop was soccer games only and they are completely engrossed in. Child H enjoys participating in ball games and he likes to share his interest and experiences with K. H engages himself with activities  that is challenging and allows him be creative and exposes his ability towards others. Smorti (1999, p. 5) suggests “technology is about helping people and solving problems”

This experience had made me sit back and think the speed in which technology grows, the children will likely become supports to our learning Therefore, I believe educator’s role is to scaffold and encourage children to explore more about the use of technology in their centers. According to Smorti, (1991), the use of technology will develop children’s creativity and they explore and discover knowledge and skills.

Reference list

 Ministry of Education. (1996). Te Whāriki: He whāriki maatauranga moo ngaa

          mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning

            Media.

Smorti , S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999, 5-10.