Reflection 3 Non - Technology Painting

 

Painting is one of the children's interest especially messy play. Most children

love to feel the paint and later on it covers the clothes, hair color, face painting,

and if they free from supervising they will explore and experiment on any object close by.

I do believe that painting is a Technology even though is non- technology.

Technology is also a creative and a purposeful activity aimed at

meeting needs and opportunities through the development of products,

systems or environment (Cousins, Judith. 1998).

 

 S At our centre we had a round white trough we put water half way and ask children to choose their own color and let them pour into the trough. They were exciting and can't wait to feel the paint. We just leave it and see what will be their idea next, and this boy with a bottle of water tipped into his own color. The other friend pointed to the water and said, " it's gone" the other girl said, it's moving away" but one child just came over and splash the water. Now the color spread and mixed with water, I asked them what happen to the color and where does it gone" one child said "no more color and the water is blue now." Te whariki stated that children use a variety of technologies for different purposes as they explore their world. Children develop confidence  working with others to explore the environment and make sense of the social and physical world."(Ministry of Education, 1996).

Through the art and messy painting children explore ideas, materials and the environment through the art. Children started to scoop water out and pour it on the trees so I asked them can you water the plant everyone look for bucket anything to transferred water to the plant. The sorting of the resources to take the water out is problem solving and everyone contributes to their self-confidence and their well-being. The paint brushes helped those girls with their painting and problems solving in doing the job for them. As a learner , my ideas about Technology are still developing, and I expect that will change as I continue to reflect on what is happening for educators and children as we explore technology in the early childhood curriculum (Ministry of Education, 1996).

 

 

Te whariki states that in order to participate in this world, our children need the confidence to develop their own perspectives to continue acquiring new knowledge and skills.(Ministry of Education, 1996).

 

 

I have found a video from You Tube about the messy play called Messy Boots - Children's Art Class.

I hope you will enjoy that piece of messy paint.

https://www.youtube.com/watch?v=kT72mloHVI4

 

 

 

 

Reference

 

Cousins,J.(1998). "The Technology process: Developing competency in the early years: Paper presented at the OMEP 22nd World Congress and fiftieth Anniversary. Copen hagen, Den Mark. August, 13-16th.

 

Ministry of Education.(1996). Te whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media.

 

 

 



 

Digital Technology - Cameras

One of the center's  I had my teaching practicum at, the children were able to use digital camera's and computer's with the help and supervision of teachers.  I noticed that  children  were  excited and it seemed they know what there doing. I observe them on how well they plan and manage to use the  camera  and they all helped in downloading pictures on the computer  with  assistance from the teachers. I felt that these children have more knowledge than myself,  I like the way they use turn taking

and feel confidence in using ICT equipment at centre. According to Dewey (1933) reflective thinking is the' kind of thinking that consists of turning a subject over in the mind and giving it serious and consecutive consideration.(p.3). At my centre we do not have the ICT technology equipment for the children to use. Digital camera's is only for the teachers use to take pictures for their portfolio.  sometimes I share with the children and get them to hold and look at their pictures, it makes them feel good and encourages them to do better next time. I'm glad that I went to this centre to experienced as well as shifted my way of negative thinking of letting children use the computer and camera. Burnett and Lingam (2007) show that critical reflection help the teachers rethink the purposes of education  and reshape the programs to meet children's need. My way of thinking now has transformed from none technology to digital technology so it could meet the needs of the children. This way of thinking allows me personally to talk with my supervisor to have a look at possibilities  to start something that will benefit children's usage of technology.

I do believe that reflective teaching and reflective practices play an important role in teachers education. These processes prepare teachers to think critically and reflectively, enabling them to enter their careers with capabilities for continuous professional development (Lester &

Mayher;1987Mule,2006). However, I need to develop my computer skill levels so I can keep up with

the children of twenty first century. It is the teacher's knowledge and skills about how to use the technology that makes the difference, not the technology itself (Wheatly 2003). Out of all this I still believe children still need supervision because it is part of their learning.  With professional development opportunities for teacher's technology can meet the promise of its potential to enhance the teaching process.

 

Another activities that children enjoys is  when they need to complete their task of sticking the photos they took and sorting it out, which one belongs to and who. This the time they share and build relationships. Sharing the funny ways of how they perform with technology. I remember my granddaughters,  when they have the chance to get to my mobile phone they quickly take pictures of everyone and especially of themselves. My mobile phone was used as a camera  their only two and three years old. That is how fast the technology with these generation goes.

 

 

  According to the curriculum ICT is provided by the people, places and things in the child environment ( Ministry of Education, 1996). Using ICT is a lot more than just computers. These are also other equipment such as video players, CD-Roms, DVD players/records and data projectors. Most children are familiar with all these technology tools around them everyday at school or at home. This is another way of school communicating with parents and caregivers via telephones, email, websites, electronic, newsletters, voice, and text messaging. At my center children are very creative in using whatever is available at center such as blocks as a mobile phone or computer lap top or camera with two blocks connecting them together.  I questioned one girl about her camera she said, ''smile " and she came closer and showed me my picture. She gave me her camera to hold while she went and got her lap top made out of color plastic blocks. I said, "wow that is beautiful" she said, '' I made it myself for my mummy." I  see that they are confidence and familiar with the technology and using ICT, this is not new for them because they were born into electronic ICT technologies  world. This learning processes involve's everyone, and result in deep caring, responsive and meaningful relationships with children and a spit of diversity ( MacNaughton & Williams 2004).

 

 

The final part is the best part because children can identify what they have done with the camera and they feel proud of themselves. They can have conversation with other children about their art work, one child asked the teacher can she take a picture of her art work. When their parent pick them up they were excited in showing off what they have completed that day. This is a challenge for me to identify those need and encourages children to do better each time. This is another way of building relationship with parents and share how children use technology at home and at the centre. Te whariki stated that Technology when using many materials for different purposes enables children to recognize that different Technologies may be used in varies places and settings. Technology, capability in solving practical problems contributes to self confidence and well-being (Ministry of Education, 1996).




References


Burnett, G., & Lingam, G. 1. (2007). Reflective teachers and teacher Educators in the Pacific region. Conversation with us not about us. Review of Education, 53,308 - 321.


Dewey,J. (1993). How we think, New York: DC Health.


Lester, N. B., & Mayher, J. S. (1987). Critical Professional inquiry. English Education. 19 (4), 198 - 210


MacNaughton , G., & G. Williams. 2004. Teaching young children: choices in theory and practice. Maidenhead, Berkshire, England : Open University Press.


Wheatley, K. F. 2003. Increasing Computer use in early childhood teacher education: The case of a "Computer muddler." Contemporary Issue in Technology and Teacher Education 2 (4) : 12.
                                                                                                                                                    
 
 
 
 
 
 
 
 
 
 
 
 
 

 

REFLECTION ONE: Non Digital Technology - Cooking

Cooking

 

This non-digital activity that we normally prepared for the children

everyday. In our centre I am working with infants and toddlers from 18 months up to the ages of 3 and a half.  Cooking is one of children's interests because it does not concern them if they use the sand-pit as pretend play. It is interesting to watch and observe how the children enjoyed, the real ingredients such as flour, sugar, water, spoon, pot and trays. Cooking can help children learn and practice some basic math concepts and build language skills. Smoti (1999) stated that technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products or environments.  Technology is influenced by the culture or society in which it occurs (pg5).  Technology is not just about digital technology, there is so much more in non-digital technology as well.  I have always enjoyed participating and engaging with children in there activities however, I like to encourage them by asking them questions or even giving me an explanation on what they are cooking or by naming what they are cooking.

 

Cooking is a fantastic activity for children.  During the process of the cooking children can learn a

whole rage of skills.  Children use their knowledge for processing and problem solving e.g. skills like using a bowl and spoon for mixing ingredients.  Its such a fun and valuable way to learn, we can cook food in many different ways as well as food from different cultures.  Children can develop working theories during cooking therefore make sense of the natural world (Minitry of Education1996,p.90).

Children using spoons to crack their eggs, knowing the ingredients that are needed and measuring quantities which is a mathematical skill, also helping children to develop communication skills.  Teachers role is to assist children to solve problems. Cooking is an example of technological activity or system developed and adapted by earlychildhood to meet children's learning (Smoti 1999 p.5). 

Children learn to share, turn taking, listening skills. interaction when math and science involved. Cooking activity allow children to explore and express their knowledge about science which Te whariki contribution stated that growing experience in solving problems together, develop children's understanding of how technologies can help them and others (Ministry of Education 1996. p.96). Studying and reading about technolog,y I finally understood that the simplest definition of 'technology' is about helping people and solving problems (Smoti 1999).

Therefore reflective practice not only makes changes possible, but also provides information needed to develop guidelines for setting new needs, goals, and plans (Sockman and Sharma (2008).

According to Zeichner and Liston (1996), by means of  community of practice teachers are able to 1) examine and resolve their teaching problems, 2) teaching beliefs and goals, 3) take responsibility for their professional through participation in the community.



REFERENCE:

Ministry of Education (1996). Te whariki : He whariki matauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand and communication technology. A framework for development, Wellington: Ministry of Education


Smoti, (1999). Technology in Earlychildhood, Early Education, 1, 5-10.


Sockman, B., & Sharma P. (2008). Struggling toward a transformation model of instruction: It's not so easy Teaching and Teachers education, 24 (4), 1070 - 1082.

Zeichner, K, & Liston, D. (1996) Reflective teaching an introduction ,Mahwah, NJ: Lawrence Erbaun.