Entry 3
I noticed that a group of children were playing in the block area, so I approached them to see what was happening. I saw them building something and I asked them what they were doing. They told me that they were “building a park” for them to play in. I asked them if they go to their local parks to play and they were so excited in telling me that they always go with their families and friends. The children just kept on talking and talking about their visits to the park and I kept on asking them questions to challenge their thinking and to stimulate them to share more of their experiences and play in the park.
I brought some little people figures, trees, green artificial grass, vehicles and road signs for them to use in their plans and their construction site just grew bigger and bigger. They were so interested that we decided to go on a short excursion outside our centre just so that they could experience the freedom of the outdoor again. I wanted the children to have the chance to experience and explore the real physical world again. Woyke believes that “young children learn best through hands-on learning experiences in environments well matched to their ages and stages of development” (2004, p. 82).
We discussed our excursion plans, our safety plans and got all the necessary paperwork done before setting out in our excursion. I gave them each a turn using our school camera and they just went for gold. The children were so excited and they took so many pictures of people, places and things that they saw on the way. They learnt and “experience with some of the technology and resources for mathematics, reading and writing (Ministry of Education, 1996, p. 78) like traffic lights and numbers on mail boxes as well as many other things such as trees, road names, road signs, and vehicles and so on.
When we returned, we put together the pictures in a book and we shared them with all the children in the centre and we also made it available for parents to access as well. We also recorded the children’s conversations to show how much they enjoyed the learning experience and how much they had learnt.
Looking back at this learning experience, the use of the camera enhances the learning of the children and supports their development because it allows them to document and record their own learning. This showed their “ability to represent their discoveries, using creative and expressive media and the technology associated with them” (MoE, 1996, p. 88). The book also helped in building good relationships with parents and families as they have the opportunities to share the learning of their children although they were not physically present in the excursion. Children learnt to also foster positive relationships with their living environment like butterflies, worms, trees and so on. They continued to learn to respect nature, plants, insects and pāpātuanuku. They understood their responsibilities to other nature and not harming them like the dog that they saw on the road.
This technology also allowed us to see things from the children’s level as they see the world in their own ways. The camera allowed children that did not participate to enjoy the same experience because “children develop connecting links between events and experiences within and beyond the early childhood education setting” (p. 56).
The camera helped in developing children’s language skills as they learnt different words to describe what they see and experience like road signs. According to Te Whāriki, children build up their confidences in their language skills as they “discovered different ways to be creative and expressive” (p. 72). The pictures taken helped children to answer some of their unanswered questions and supported them in making sense of their world (MoE, 1996) because “technology is about helping people and solving problems” (Smorti, 1999, p.1).
After the excursion, I am more confident in my teaching and using of technology as a tool to teach children about so many things. According to Te Whāriki, in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills (MoE, 1996).
References
Google Image. (2012). Image of camera. Retrieved from
Google Image. (2012). Image of family walking outdoor. Retrieved from
Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa : Early childhood curriculum. Wellington: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Woyke, P. (2004). Hopping frogs and trail walks: Connecting young children and nature. Young Children, 59 (1), 82-85.
Comments
ReplyDeleteWow Sulieti this is such a wonderful entry.
Camera seems to play such a huge part in children’s learning nowadays. The children that you gave the camera too have learnt so much and I’m sure they found it to be such a fun experience. I believe that teachers should always be able to and available to facilitate children’s learning which will help children to develop as confident and competent learners. I agree that camera do play a huge part in children’s language development, and that it also helps with their social skills. It is good that you have recognised children’s desire to go to a park, and it is neat that you have actually followed it up and made a book with children! I think this is an excellent way for children to revisit their experiences and to explore their interests. I agree with you that technology allows us to see the world as children sees it, as I have noticed me talking with children about what they can see through camera and how they should be using it. Well done!
Kia Ora Sulieti, it is so nice to see how you promoted children used digital camera as an effective learning tool in your teaching practice. I like your idea of taking children to an excursion and supporting children to develop their knowledge and learning through using digital technology. I agree with your idea that as an educator, we have important role to support children’s learning and making sense of the world. Technology is a great tool to help people solving problem and being creative (Smorti, 1999). It has so many benefits for teaching and children, if we can use the digital technology effectively. In my centre, we do acknowledge that the modern technology has significant influence in our lives and teaching styles today. However, it is also very important for me to be aware of the disadvantage of using modern technologies, such as social interaction issue, age and stage of children’s development and so on. I am also wondering that what your view of model technology is today? It is good or not good?
ReplyDeleteSmorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
It was a wonderful excursion experience for the children. According to Young (2008) states that a special trip can gives the children an opportunity to find out more about people and things happening around us. It also can help children’s physical, emotional and intelligence development.
ReplyDeleteThe use of digital camera to facilitate children’s learning is a great idea. Children use the camera to record down what they saw on the way and you came back to the centre you use the photos to make a book. Those things were amazing! I wonder this experience give the children things to talk about for weeks and remember for much longer.
I think that if you organise another excursion for the children next time. You should consider bring some more technologies tools to help the children’s learning. For example, magnifying glasses and binoculars allow the children to investigate and observation the creatures; pencil and paper can help them draw or write down some important things.
Reference
Young, C. (2008). Usborne Parents’ Guides: Entertaining and educating young children. London, England: Usborne Publishing Ltd.
I like how you noticed the children’s interest and extended on it. You articulated the meaning of technology in the outdoor environment which enhanced the children’s awareness of hands on experience and exploring the real world.
ReplyDeleteThe children experienced the wonder of people, places and things, although it was a short expedition, nevertheless, they were given the opportunity to explore. I know that whenever the teachers in my centre take the children out for a little walk to a local park, they get very thrilled. This is an immense advantage of technology that we use every day. We take photos to show children that are absent from school to include them in the experience. The rest of the children that wanted to stay behind with another teacher can access other technology like reading books or cooking in the sandpit. Children learn best through an aesthetic pleasing environment, exploring the beauty of the natural world that surrounds them (Arthur, Beecher, et, al, 2008). This activity will encourage me to utilise our video camera at home each time the family goes for a picnic. I enjoy reading your reflections as it reflects on my own learning and development.
Reference:
Arthur, L., B., Dockett, S., Farmer, S., Farmer, S., & Death, E. (2008).Programming and planning in early childhood settings (4th ed). Melbourne, Australia: Thomson Learning.