Final Blog: Reflection:

Five members of our group made comments on my blogs. It was a great pleasure for me for the first time to go back and read all their comments, because usually the lecturer is always the one who make comments on your work. For this new experience, I enjoyed that way of communication and connection with other members of your team on line rather than using email or face book.

Most of the comments they made and their feedback supported and encouraged me a lot, as well as challenged me. Some of the comments other members made were about adding some pictures or photos on my blog. Even though that I was trying it so many times to add pictures and photos on my blogs but could not, that did not bring me to a give-up situation, as I knew that was all about learning. Now we explore blogs as an environment for students to invite journals and communicate with both tutor and other members, and I feel like filling of another gap of my professional practice when I learned about communication through using blogs.

One member comments me about developing further understanding of computer that we as teachers need to update and be more knowledgeable about the use of technology. This is very true in terms of developing young children. If we have more knowledge, then we can pass it down to young children, in order for them to become successful computer learners. According to Te Whāriki, (Ministry of Education, 1996) “all adults working in early childhood education centres should have a knowledge and understanding of child development and a clear understanding of the contexts in which they are working” (p.40). I’m glad that my group members picked up some important points that lead me to some of the useful ideas and methods in using of technology with young children.

The use of computers and other digital technologies continue to raise in early childhood programs, and technology is being used as a tool for improving program quality in many interesting ways. The ways in which technology tools are used to manage and improve programs and enhance children’s learning have expanded dramatically (Helm and Katz, 2011). The trend will continue for the foreseeable future, but equity issues of access, affordability, and the need for computer literacy for early childhood teachers, and faculty will remain as significant barriers for many early childhood programs and professionals. As a field we have an opportunity to harness these new technology tools to make real difference for the young children, parents, and families in our care if we work together to overcome these barriers and share our best practices with one another.

If working with computers as technology tools for example is beneficial for young children, then we need to make sure that all children have the experience and hands-on learning that will help them use computers as tool for learning throughout their lives (Fleer and Jane, 2011). And we must be sure to provide training and professional development so that teachers feel confident and competent and excited about the possibilities. Teachers need time to play, explore and discover, and integrate these experiences with their knowledge of developmental theory and research, and to understand how technology can best enhance children’s learning. I’m excited about the possibilities and cannot wait to see what new tech tools and toys will become available, and the creative ways we will use them in our early childhood programs.

References:

Fleer, M., & Jane,B. (2011). Design and technology for children. French’s Forest,

           Australia: Pearson Australia.

Helm,J.,& Katz, L. (2011). Young investigators: The project approach in the early

           years. New York, NY: Teachers College’s Press.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

    

Hyperlinks for Toelau

http://wwwtoelausblogcom.blogspot.co.nz/2012/03/blog-3.html#comment-form

http://wwwtoelausblogcom.blogspot.co.nz/2012/03/drawing-using-crayons.html?showComment=1333240472724

http://wwwtoelausblogcom.blogspot.co.nz/2012/03/take-my-picture.html?showComment=1333240677059

Hyperlink for O'u

http://oh676.blogspot.co.nz/2012/03/my-very-first-blog.html?showComment=1333219053615

http://oh676.blogspot.co.nz/2012/03/exploring-cameras.html?showComment=1333218909899

 http://oh676.blogspot.co.nz/2012/03/children-in-kitchen.html?showComment=1333218717741

   

Hyperlink for Mara

http://marasandysblog.blogspot.co.nz/2012/03/books.html?showComment=1333155231742

http://marasandysblog.blogspot.co.nz/2012/03/digital-camera.html#comment-form

http://marasandysblog.blogspot.co.nz/2012/03/computer_20.html?showComment=1333158333036

Hyperlinks for Malu

http://malusooaemalelagi.blogspot.co.nz/2012/03/blog-3-significance-of-using-cameras.html?showComment=1333149082970

http://malusooaemalelagi.blogspot.co.nz/2012/03/blog-2-exploring-telephones-skills.html?showComment=1333149500415

http://malusooaemalelagi.blogspot.co.nz/2012/03/butterflies_14.html?showComment=1333149835860

Blog 3: Computer in early childhood education

Computers are merely one of many tools in a developmentally appropriate program. Computer is also known as the CPU, with software and hardware programs in it. When talking about technology or ICT, people always think of computer because it is a most popular technology tool nowadays to help on children’s learning. In our centre, computer and its use was introduced to children age three to five during our mat time. The children were asked what a computer was, most of them pointed to the monitor.  Although the children have seen computers a lot, but they still need to know what it is for and how they use.

Computers have resulted in introducing young children to technology at a very early age. Computer technology has the potential to engage children in exploration, experimentation, problem solving, and creative thinking with the appropriate software (Ministry of Education, 1996). It empowers young children and totally immerses them in their joy of learning. This technology tool can be used as a social activity with children’s language, learning and working together, and it provides boulevard for children to use their multiple intelligences. Tsantis, Bewick, and Thornton, (2003) viewed computers as a way to revolutionize the future of education. Authors believe that discovery-oriented interactions with computers enhance learning by encouraging children to explore interests in arts, music, or industrial through technology and mathematics. Open-ended software at the computer such as drawing and painting programs, encourage children to collaborate, solve problems, however can enhance children’s creativity, mathematical thinking and critical thinking. For example, Wright, (2003) found that software allowing the creation of pictures with geometric.  Social interactions at the computer showed that children prefer to work with friends, rather than alone, and that they displayed more positive emotions and interests in the activity when working together.

Drawing and music making software programs are most appropriate at their age, and will allow children to explore and to develop awareness of the computer capabilities. Simple word processing software should be added as well to encourage young children to use and expand the written language skills they are acquiring in their curriculum activities. It will also provide an opportunity for children to express themselves in written language where their developing motor skills limit expression with traditional paper and pencils. In terms of cognitive development, software has been shown to help children with certain memorised skills like counting and sorting (Copley, 2010). Young children are surrounded by opportunities to develop and use emergent literacy skills – speaking, listening, reading and writing, and at almost any opportunities, young children especially three to five years, will spontaneously engage in such emergent literacy activities. Including computer art activities in the curriculum may very well attract children who would have little interest in traditional art

The positive impact that computers have on young children is dependent on the types of experiences that children have with the computer.  Computers in the classroom should be provide concrete experiences and children should have free access. Children should have control of their learning experiences, making decisions about the purpose of their work, and the software they will use, as well as making choices about how to proceed through a specific piece of software (Fleer & Jane, 2011).

The teachers monitor the children activities and intervene when needed to pose questions and provide supports. Some general guidelines for computer use in early childhood setting can be established from the existing literature. These guidelines can assist teachers in creating a structure for computer use and in developing computer activities (Talay-Ongan & Ap, 2005). It also outlines the role that teachers should play as children at each age interact with classroom computers.

Computer hardware or software are technology tools that can support learning and development when used appropriately.  

References:

Bewick,C.J., Thouvenelle, S. & Tsantis, L. A. (2003). Examining some common myths about computer use in the early years. Young children, 58(1), 1-9.

Fleer, M., & Jane,B. (2011). Design and technology for children. French’s Forest,

           Australia: Pearson Australia.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood 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.

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

    

Blog 2: Building blocks:

Young children are very stimulating in building blocks, but boys are often the most popular ones. Through my observation, L and M were busy unsticking the wooden blocks from the shelves to build up a tower. They were chosen blocks from different shapes and sizes. They did not want the girls to interrupt them, but focused on their own. As I stood back and watch, the two were testing their developing ideas with the objects they used, as well as developing social skills by playing together. A very good communication and the children were talking about what they build and how they build, how many more blocks do they need and so on.

Based on our study of people, places, things and events, and the impact of using technology in early childhood education, the children learn in motion and relate to the world through their bodies and senses. The preoperational stage on Piaget’s cognitive theory of development discussed the simple connection of young children’s sensory information with physical action (Santrock, 2009). In this stage, children begin to go beyond and perform mental actions, even though they can only do it physically (Fleer &Jane, (2011) also suggests that technology is everything in our environment that we use, such as construction, clothing, tools, computers, machines, etc. Technology is very important in the developing of young children’s learning. Focus on this piece of technology and how it influences L and M’s learning, blocks help these children through the constructive open-ended play of building with blocks.

While building blocks may not be sophisticated as some other toys you can find at the store today, they are ideal for learning because they involve the child as a whole. Blocks encourage children to make friends and co-operate while playing together. It also builds deftness and strength in their hands and fingers, and improves eye-hand co-ordination. They discover how different objects feel in their hands, the way they think about spaces and shapes and how different blocks go together. Building blocks teach many skills that children will use later, and the concepts they learn from block building are the foundation for more advanced science comprehension (Johnson, 2010).  Children learn how to fit pieces together and recreate structures they see in everyday life. They receive creative stimulation by making their own designs with blocks. Building blocks are also good long term investment because children can continue to use them as they grow.

The children develop much kind of skills together; physical, social, emotional, intellectual, creative, thinking and language. Blocks can hypothetically help develop children’s vocabularies as they learn to describe sizes, shapes and colours, and some other complex ideas such as weight and volume (Ministry of Education, 1996). They may enhance their math skills through the process of adding, subtracting or grouping blocks together. Building with blocks foster a feeling of competence, teaches co-operation and respect for the work of others.

Finally, the children taught more through the use of blocks when they have well-trained teacher who knows how to respond, to guide, to extend play and increase learning, and how to assess their development by observing them. We are often in too big of a hurry to step in and solve children’s problem, rather than giving the children the opportunities to try things out by themselves (Helm & Katz, 2001). Another use of technology such as blocks in early childhood settings enables teachers to easily convert the curriculum to meet individual child needs (Talay-Ongan & Ap, 2005).

References:

Fleer, M., & Jane,B. (2011). Design and technology for children. French’s Forest,

           Australia: Pearson Australia.

Helm,J.,& Katz, L. (2011). Young investigators: The project approach in the early

           years. New York, NY: Teachers College’s Press.

Johnston, J. (2005).Early Explorations in Science (2nd Ed. ). London:McGraw Hill.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Santrock, J. W. (2009) Lifespan development: international student ed. (12^th

           Ed.). Boston, Ma.: McGraw Hill.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching

           young children. Southbank, Victoria: Thompson Social Science

           Press.

 

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Playing with the iPod

Playing with the iPod

After introducing iPod to children and the type of technology it was, three iPods were given out to children to play with. From an anecdote observation I noticed that J age three was so excited and very interested. I did not want to bother him but I had a deep look as J was using his pointer finger to press the different colours that appeared on the screen. The face expression of J and his attitudes towards the iPod revealed his thoughts. This young child’s experienced was characterised by learning by doing, building on his existing skill and being motivated by his own interest.

There are various ways for adults to extend the children’s knowledge and skills in using of iPod. The first thing I was looking at is to provide an opportunity for this child to play and entertain on his own, and give enough time for free exploration. According to Johnston, (2010) author suggests that for young children exploration to occur, it is very important to provide ample time, and should not be rushed from one experience to another. Secondly, is to provide this child an opportunity to participate in digital activities, and a rich game experience with levelled play to sustain engagement. Because children become completely involved in their play to satisfy the developmental needs of each period of growth (Somerset, 2000). Thirdly, is to demonstrate the child’s progress through interaction, and allow him to easily learn how to play, so that game play is a non-frustrating work for him.

This new experience include many individual options on a multi- touch screen, such as zooming in and out, and adjusting font type, size and colour, and learned how to scroll. With my interest in early childhood literacy and the roles technology will play in the future education, I have been thinking about the affordance of iPod in education. I also think the iPod can be the next popular toy for children, as it provides an instinctive interface for learning. Children will be able to watch cartoons, read animated picture books, make whiskers and try out getting connected to others on a multi-touch screen. It may give us some ideas about young children’s literacy, early learner math operations, one to one correspondence, beginning sounds, first words, spatial memory and creativity are just some of the skills you can reinforce using the iPod touch. The artistic experiences on this platform and the adapted elements provided by the applications they used.

Ideally, the use of digital tracking and analytics identify the child’s level of the mastery and provide feedback in the service of extending learning. At its best, touch screen technology offers a mode of interactive experience that mirrors the child’s natural constructivist learning. The constructivist approach is a view based on Piaget’s work that suggests that children don’t passively receive knowledge through being taught but rather actively construct it themselves (Gonzalez-Mena, 2008).

Technology tools are used to manage and improved programs and enhance young children’s learning. Te Whāriki, our early childhood curriculum addresses the using of many materials for different purposes enables children to recognise that different technologies may be used in various places and settings (Ministry of Education, 1996). It can support educational goals, encourage exploration, imagination and problem solving (Smorti, 1999). It is also a focused activity and a creative opportunity through the development of artefacts, methods or settings. It can be defined as “intervention by design; the use of practical and intellectual resources to develop products and system (technological outcomes) that expand human possibilities by addressing needs and realising opportunities” (Ministry of Education, 2007, p.32).

References:

Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society (5^th ed.). Boston, Ma: McGraw Hill.

Johnston, J. (2005).Early Explorations in Science (2nd Ed. ). London:McGraw Hill.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education, (2007). The New Zealand curriculum for English- medium teaching and learning in the early years 1-13. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technol ogy in Early Childhood. Early Education, No.19, Autumn 1999.

Somerset, G. (2000). Work and play in the early years (5^th ed.). Auckland, New Zealand:

              NewZealand Playcentre Publications.