References

 

Reference List

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

 Johnston, J. ( 2005). Early explorations in science (2^nd ed.). London: McGraw Hill

 

 MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

 

  Ministry of Education. (1996). Te Whāriki: He  whāriki mātauranga mo 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.

 

   Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching
               young children.  Southbank, Victoria: Thompson Social Science Press.

 

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

 

 

Non-digital technology

Playdough as technology

How playdough enhances teaching and learning in early childhood education

Technological process
 

 Firstly, I need to clarify that playdough has everything to do with technology! The concept of non-digital technology is quite new for me, I could easily link a toaster or a screwdriver as non-digital technology, however I could never think of playdough as such! Smorti (1999) explains that technology also involves processes developed with the purpose to have a final product to meet one’s needs. The process of making playdough is similar to a cooking process: children follow a recipe, its methods and ingredients to have their final product.

The concept of non-digital technology has helped me to understand better technology as a whole. I am still in the early stages of building a solid knowledge of technology. However, I believe that I can conclude that technology is more than a final product (digital or not). The processes of thinking, problem-solving and risk-taking are the basis for the technology.

The playdough activity offers children the chance to explore those basic concepts in technology as they have the opportunity to focus on the process rather. Although the goal is to have a final product, the process is more important as it is through it that children can extend their technologic skills. Don’t children use the same skills when exploring with digital devices?

Playdough, as non-digital technologic device or rather its process making, is the same used in cooking process. What is cooking other than food technology? The New Zealand Curriculum (2007) has Biotechnology (food technology) as one of the learning areas in later educational years. Furthermore, Te Whaariki (Ministry of Education, 1996) expects that learning and experiences in early childhood education will have links to school and vice-versa. As we make playdough, children are being provided with connections to next stages of their education.

 

 I can clearly see how non-digital devices can enhance teaching and learning in technology and how they connect to each other. I also recognise that I need to develop my abilities to work within this sphere. Technology is entrenched in our lives, even through unimaginable (at least, for me!) non-digital devices (pen, paper clips). I must admit that I need to refine my skills in order to recognize that technology can be taught and learnt through different resources and medias. As someone who is not very familiar with technology in general, I will have to be alert in order to foster effect technologic learning across different curriculum/ learning areas.

Fleer and Jane (2011) also discussed that cooperative technological learning, as it happened in the group process of making playdough, children are able to develop cooperative skills that are useful in a range of different situations. The children are also able to share ideas, solutions, feedbacks and evaluate each other’s contribute. Those are all very important learning and life skills as well as technological skills.

 

Children working collaboratively

This idea of cooperative technological learning is very relevant for me as I feel that I can develop my own skills and knowledge about technology with classmates, work colleagues and the children as well. Now that I am aware of the existence of non-digital technology, I have started working on strategies to extend my own and children’s learning in this area.

 

                                                   Teaching and learning occur both ways

The first step I am taking to address this is to include technology as one of our learning areas in our planning. Especially for non-digital technology, I need to extend my understanding and familiarity with technological experiences that are focused on processes. I also acknowledge that I need to address my lack of knowledge of technical language.

Capturing Technology

The use of digital camera is a fun way for children to explore and extend learning in ICT and other curriculum areas

As I explore more of technology with children, I decided that introducing the use of digital camera would be very effective to extend their ICT skills whilst exploring the curriculum as whole. Digital cameras have been part of early childhood education for a long time. However, I wanted to shift children’s role from photographed to photographers!

Johnston (2005) was able to put into words my view about technology in early childhood education: that ICT are not here to substitute firsthand experiences but rather to extend or trigger them. How great for children to have the opportunity to document their learning and experiences through their own lenses! As children explore and experiment, the digital camera is giving them the chance to capture their view of the world.

The other teaching staff was reluctant to hand the centre’s camera to the children. Luckily, I had an older camera that I don’t use anymore and I volunteered to bring it for children’s use. I want the digital camera to be a constant resource of teaching and learning.

I had planned to introduce the camera during a mat time. As I should have anticipated, as digital natives that they are, most children knew all the main functions of a digital camera! Some children took turns, to come up and share what they knew about digital cameras, others explained the basic functions. All children had the chance to make and answer questions. It was a valid opportunity for children to exercise their self-perception as competent and confident learners that bring a valuable contribution to our setting. (Ministry of Education, 1996).

 I also discussed with children possible interesting things they wished to photograph. There were many different interests displayed, some were “the sandpit”, “the babies”, “our morning tea” and “the garden” among others. This shows how digital cameras can also enhance children imagination and it can be an effective tool to extend on children’s interests through active exploration.

The children were all very excited and confident at using the camera. I had assisted some of the children. However, children required minimal assistance. It was great to see that children were as enthusiastic and positive as I was in relation to this new available technology. As with all experiences in early childhood, having positive attitude towards technology experiences will help them to become more skilled and positive toward s the use of technology in their lives.

In order to extend on this first experience, I decided to download the photos into the children’s computer the next morning as they would all be present. They were fascinated by “how you can get all the pictures in the computer like magic”! The children decided to name their folder “Pukeko’s pictures”, having ownership of their work it is great way to develop their sense of empowerment and belonging! I was aware of and tried to use as much technologic terms as my abilities allowed.

MacNnaughton and Williams (2009) suggest that digital photos can be used to encourage children to, verbally, describe or tell a story about them. I thought this would be very interesting as this room has a big emphasis on literacy skills. I suggested this idea and the children were very keen. They helped to print the photos, cut and paste them to make books.

Well, I am just so amazed at the endless learning opportunities the digital camera can offer us! Especially, how it can be used to enhance learning across the curriculum and at the same time support so many ICT skills! I am very positive about its use and so are the other teachers. As a teacher, I am aware that I need to increase my familiarity with technological terms in order to support children ICT skills and to be able to offer support to some of the less skilled teachers. Yes, I have been learning a lots...but there is  still a long way to go!!

ECE PC

How the addition of a computer for the children has extended the use of ICT (Information and Communication Technologies) in our preschool room

At the early childhood where I previously worked, there was not computer available for children or any other digital device.  Last month, at my current centre, a computer was donated to the preschool room! How great this is, I firstly thought! I had forgotten that I hadn’t had the experience of having a computer as a learning and teaching resource!

Of course, the children were all excited and couldn’t keep themselves away from the computer! It was a novelty! As the days passed, the initial excitement didn’t wear off. I started to wonder how to get children to balance their engagement with the computer and the many other many learning opportunities across the centre.

Yes, we do need to get a balance between them all! However, we can’t deny ICT the place it has in early childhood education curriculum. Te Whaariki: He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa (Ministry of Education, 1996) is not very specific about the use of computers but it does state that children need to gain confidence, knowledge and skills to be part of world that is evolving through communication and technology.

                                           Technology is an integral part of children’s lives!

This reaffirms that, as a teacher, I have to find ways to foster those abilities in children in a balanced and positive way. It will be a learning journey for the children as well as to me and the other teaching staff. This realization has brought to light that it will be a great opportunity for me to extend my own skills, confidence and familiarity with ICT.

My growing awareness of ICT in early childhood education has helped to recognize the reasons behind its importance. Firstly, I can’t deny that ICT is entrenched into children’s lives. Secondly, as children play on the computers there is a huge range of learning happening. Technology isn’t  an isolated component it is rather an integral part and Smorti (1999)links technology to things that help people making lives easier, it is about solving problems, it not about a singled out device.

How can the computer help the preschoolers? The first things that came to mind, as I observed them, playing a matching game are the very basic skills and knowledge that we all know are important for children to develop. They are extending their attention span, their hand-eye coordination, hand dexterity and motor skills (using a mouse proved to be a challenge for some children!). Talay-Ongan and Ap (2005) emphasise how computers can play a major role at helping children to develop problem-solving and decision-making skills.

I have noticed that children are eager to share and ask for ideas and solutions when playing on the computer. They are also confident to ask for help when their problem gets too tough. On the other hand, they are as confident to voice their rejection when they want to persevere. They also have to negotiate turns. I recognize that computers offer children endless learning opportunities, such as valuable social skills, which I have just mentioned.

The computer has been a new resource for learning and development. I acknowledge that children’s use, skills and familiarity with ICT in general is paramount for this and the coming generations. I have selected a range of strategies to achieve a balance for the use of the computer and the other activities. For now, I will try five minutes per child, or if it is a game give them time to complete it both in the morning and in the afternoon. As it is also a learning journey for me, I believe that once I become more familiar with this new resource myself I will be able to develop new strategies.

 

                                   Children need to be equipped with skills for a world in revolution.