Ki Tsang: March 2012

After lunch the toddlers went to bed but three children didn’t go. The three children ‘G’, ‘L’ and ‘R’ were sitting at the book corner and they chose their favourite book to read. The girl ‘L’ picked out a book called ‘The Animal Boogie’. There was CD attached at the book’s back. The girl ‘L’ got the CD out and asked me to play this CD for her. I went to get the CD player and played it for her. I followed the CD and turned the pages for the girl, so she knew where we were at. Then another boy ‘R’ chose a book called ‘A dragon on the doorstep’ it also had a CD. This time, I asked ‘R’ tried to put the CD in the CD player by himself and I instructed him how to do it. ‘R’ was so proud of himself what he did. I helped him flip the pages as well. All the children enjoyed this period of peaceful and quiet while they listened to their books.

In my point of view, book, CD and CD player are very useful technological things. I always use them to facilitate children’s learning in music and reading areas. When I put the musical CD in the CD player, the children would spontaneously to move their body for dance. Similarly, the book with CD and the CD player also helps for educate children by storytelling. Toddlers through listen to the CD of the book, it can help them to improve their listening skills, make them links between what they hear and the written word (Beaver, Brewster, Green, Neaum, Sheppard, Tallack & Walker, 2008). It is a great activity to support and extend toddlers’ language and literacy development.

Actually, English is my second languages. Sometimes I would meet some words but do not how to read them and say the wrong pronunciation. Therefore, I read the book for the children; I won’t feel as confidence. On the contrary, use the CD to help the children reading; they can gain standard pronunciation. Also the CD has background music and effects. Children will pay more attention and concentrate to read their book anyway. Therefore, I said the book, CD and CD player not just help the children. It also helps me too.

I understand technology helps us a lot. Using book, CD and CD player is a range of resources which enables the children to develop in language and intellectual development. Our Early Childhood Curriculum 'Te Whāriki' in the strand of the ‘Communication’ also suggests teachers use technology to support children’s learning such as mathematics, reading and writing (Ministry of Education, 1996). We have evidence show that reading and language development are close related. Chandler (2008) argued that “children who start school with poor language skills are more likely to have problems with reading” (p. 10).

Children acquired the language skills by playing, singing, talking and reading together. Those experiences provide an excellent foundation and preparation at school time. For instance, ‘English’ is one of the eight essential learning of ‘The New Zealand Curriculum’ which all the students need to be involved in. ‘English’ is also included in language and languages because it encompasses learning the language, learning through the language, and learning about the language (Ministry of Education, 1996). In the other hand, the learning area of ‘Learning Languages’ is also recommend to use as a variety of technologies to facilitate students’ learning. Therefore, ‘English’, ‘Learning Languages’ and ‘Technology’ are all equally important without one of them you cannot learn them properly.

Reference

Beaver, M., Brewster, J., Green, S., Neaum, S., Sheppard, H., Tallack, J., Walker, M. (2008). Cache level 3 child care and education. Cheltenham, United Kingdom: Nelson Thornes Ltd.

Chandler, F. (2008). Usborne parents’ guides: Help your child to read and write. London, England: Usborne Publishing Ltd.

Google Images. (2012). Image of The Animal Boogie. Retrieved from

http://www.google.co.nz/imgres?hl=en&sa=X&biw=1092&bih=486&tbm=isch&prmd=imvns&tbnid=Mh0Mchbe5hPPoM:&imgrefurl=http://www.samsbookshop.com/%3Fp%3D5&docid=cH2XzCPscDC1bM&imgurl=http://www.samsbookshop.com/images/the_animal_boogie_sing_along_book_L.jpg&w=439&h=425&ei=lS1sT6yOFImeiAfk-9D_BQ&zoom=1&iact=hc&vpx=302&vpy=134&dur=298&hovh=221&hovw=228&tx=141&ty=105&sig=111124251941266735684&page=1&tbnh=133&tbnw=137&start=0&ndsp=11&ved=1t:429,r:1,s:0

Google Images. (2012). Image of the CD player. Retrieved from

http://www.google.co.nz/imgres?num=10&hl=en&biw=1092&bih=486&tbm=isch&tbnid=1B47D4UFxNyvyM:&imgrefurl=http://www.quality-wars.com/2008/10/21/cd-player-quality-control-product-inspection-notes/&docid=8WhIT2tUnbpOyM&imgurl=http://www.quality-wars.com/wp-content/uploads/2008/10/cd_player.jpg&w=360&h=360&ei=Mi5sT7j8NcKViAf10KDfBQ&zoom=1&iact=hc&vpx=253&vpy=151&dur=430&hovh=225&hovw=225&tx=151&ty=143&sig=111124251941266735684&sqi=2&page=1&tbnh=117&tbnw=115&start=0&ndsp=12&ved=1t:429,r:1,s:0

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

Ministry of Education. (1993). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Thursday, 22 March 2012

Reflection (2) – Using the glue, stapler and cellotape for creativity

I set up an art table activity for the toddlers. I put different resources such as glitters, confetti, matchsticks, crayons and glue will be provided for the children to freely to decorate on the paper. ‘T’, ‘M’, ‘J’ and ‘C’ were busy making and decorating their piece of art. The two year old boy ‘L’ came along to the table and wanted to make a piece of art. He sat down and straight away poured the whole basket of confetti on to his paper. I saw him and told ‘L’ that if you don’t put glue on, then the confetti won’t stick. I went to hold up the paper and all the confetti fell down. Then I showed him to spread the glue onto the piece of paper and then he put a little bit of confetti onto it. I held up the paper again and the confetti was stuck onto the paper. ‘L’ looked at the paper and gave me a smile.

In order to make ‘L’ to have more understanding about technology; I went to get the stapler, cellotape and paper clip to show him that there were lots of ways to make the paper and confetti stick together. Those demonstrations can make ‘L’ understand the relationship between materials and tools. Although ‘L’ did not have much chance to use of stapler or paper clip at this stage, but through this teaching and learning interaction, ‘L’ develops a basic concept how things work. Maybe he will use those technologies in his future life.

I think that I am as teacher has responsibilities to teach and assist the children’s performance to help them learning more knowledge and skills. According to Lev Vygotsky’s sociocultural theory stated that ‘scaffolding’ is a teaching and learning situation in which a more experienced person such as teacher, adults, or peer supports learning by working within the learner’s zone of proximal development (Podmore, 2006).

I reflect on this incident, but don’t use glue; I need to consider some more technological tools such as stapler and cellotape for toddlers to use in creative art next time. Most of the time, our concept of use staplers or cellotape just suit for the older children. But in my eyes, staplers and cellotape are very safe. If we allow the toddlers touch the hammer and nails, why the toddlers do not have the right to use the stapler and cellotape? Of course, if the toddlers’ cannot control their motor skills, they can’t use them properly or safely, and so the teacher can give them some help. As for the paper clips, I will not consider it because the infants and the younger toddlers would be put into their mouth. I believe the stapler or cellotape fascinate their creative process (Schirrmacher, 2006). Based on our New Zealand Early Childhood Curriculum ‘Te Whāriki’ promotes children should have experience in different kind of the materials and technology used in the creative and expressive arts. Even toddlers also encourage using tools and materials for their arts and crafts and allowed to experiment with them (Ministry of Education, 1996).

In 'The New Zealand Curriculum', ‘The Arts’ is one of the subjects are related to technology. For ‘The Arts’ learning area, students need to use of traditional and new technologies to express their artistic ideas in four disciplines, for example, visual arts and dance (Ministry of Education, 1993). In other words, students develop an understanding of technology; it could help the students across ‘The Arts’ learning curriculum or even other subjects in their learning life.

Reference

Google Images. (2012). Image of stapler. Retrieved from http://www.google.co.nz/imgres?hl=en&sa=X&biw=1092&bih=486&tbm=isch&prmd=imvns&tbnid=GZa1UT60hVYWJM:&imgrefurl=http://gentlemanmisadventurer.co.uk/2011/06/29/theatre-of-cruelty/rss-2/&docid=dzV5r8tW9K8wYM&imgurl=http://gentlemanmisadventurer.co.uk/wp-content/uploads/2011/06/rss.jpg&w=400&h=331&ei=5gZsT_XICqiOiAfIkvztBQ&zoom=1&iact=hc&vpx=572&vpy=91&dur=1573&hovh=204&hovw=247&tx=118&ty=91&sig=111124251941266735684&page=1&tbnh=118&tbnw=143&start=0&ndsp=12&ved=1t:429,r:3,s:0

Google Images. (2012). Image of cellotape. Retrieved from http://www.google.co.nz/imgres?start=12&num=10&hl=en&biw=1092&bih=486&addh=36&tbm=isch&tbnid=7x38Q2KK-7yLaM:&imgrefurl=http://www.cessl.org.nz/shop/Stationery/Tape/Sellotape%2BDispensers.html&docid=s5LqdsYbg24dkM&imgurl=http://www.cessl.org.nz/site/canterburyedu/images/Sellotape%252520Dispenser.jpg&w=227&h=210&ei=SwhsT566NeGTiAeKkaH-Cw&zoom=1&iact=hc&vpx=743&vpy=168&dur=512&hovh=168&hovw=181&tx=110&ty=84&sig=111124251941266735684&page=2&tbnh=135&tbnw=146&ndsp=18&ved=1t:429,r:4,s:12

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

Ministry of Education. (1993). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Podmore, V. N. (2006). Observation: Origins and approaches to early childhood research and practice. Wellington, New Zealand: NZCER Press.

Schirrmacher, R. (2006). Art and creative development for young children (5^th Ed.). New York, NY: Thomson Delmar Learning.

Reflection (1) – Toddlers using of the digital camera

I saw the girl ‘G’ (two and a half years) was holding the toy camera and she was taking picture with her friend ‘L’. When they were finish, I asked ‘G’ and said, “Can you take a picture of me?” “It does not work!” ‘G’ replied. I understood ‘G’’s meaning was to say her camera was not real so that she could not take a picture for me.

I recognise ‘G’ has interest in using the camera. Therefore, I went to get my own digital camera to ‘G’. “Can you use my camera to take a picture for me?” I asked ‘G’. ‘G’ nodded her head. And then I showed her how to control my camera. “Here is LCD screen. You can see everything from here that you want to capture, and then you press this button……” After the simple explanation, I gave my camera to her to take a picture of me. But ‘G’’s little finger is too small. It was hard for her to press the shutter button down. At the same time, ‘G’’s other hand would always cover the lens all the time when she was holding the camera. I decided went to help her. I stayed behind her to assist her. When she wanted to capture her images, I would give her some help. After she took some pictures, I showed her what she took on my camera LCD screen. She felt very happy that she did.

I found that the other toddlers also were interested in use of my camera. Therefore, I gave turns for them to use it. Actually, toddlers watch adults use the camera at all the time. I understand that they want to try it by themselves as well. Because of Erikson ‘autonomy vs. shame and doubt’ stage analysed one to three years children developing their sense of independence, they trust that they can do it (Santrock, 2009). In fact, I also believe they have capability to do it. I think that we never give them a chance to try; they never know how the camera works.

In my point of view, the camera is not too complicated for toddlers to use. Compare with the computer, camera is easier to control. When I saw girl ‘G’’s she was appreciated what she had done and the boy ‘S’ used the camera to take his video. I understand that this experience was valuable for them. Toddlers have ‘empowerment’ to control and take responsibility of the camera. The experience helps them to develop the sense of self-worth, confidence, identity and enjoyment (Ministry of Education, 1996). Children’s social/ emotional development is one of the important elements to nurture as a ‘whole child’ (Good, 2009). Therefore, I think digital camera is one of the best technology tools for toddlers to develop their technology skills. Unfortunately, digital camera has seen as valuable things. It is not recommend as resource for toddlers to use anyway.

Digital camera becomes the most popular and convenient technological tool used in early childhood settings. In fact, toddlers should have the right to use the digital camera to document their learning experiences as well. Toddlers using the digital camera can help them have more meaningful reflections on their own work. All the children love to see their images appear in the camera, computer and documentation. By showing and asking of the digital photos to the children, children can describe what is happening in the pictures, as a result the children can revisit their learning experiences again.

Actually, children will have many opportunities to use the digital camera in their future learning. The Ministry of Education promote ‘Technology’ in ‘The New Zealand Curriculum’ since the student at year one studies. ‘Technology’ learning area is use a range of practical and intellectual resources to develop the technological outcomes (Ministry of Education, 1993). Therefore, I think that is a good opportunity for toddlers to get experience of using the digital camera so that they have foundation concept to help for their future learning.

Reference

Good, L. (2009). Teaching and learning with digital photography: Tips and tools for early childhood classrooms. California, CA: Corwin Press.

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

Ministry of Education. (1993). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Santrock, J. W. (2009). Life-Span Development (12^th edition, International). New York, NY: McGraw-Hill Companies, Inc.

Monday, 5 March 2012

Hi guys! I am so happy can work with all of you (our group members).