Final Reflection

At first, I need to thank Mi and Irene’s comments for my three reflections. I think that their comments are valuable and useful for my future teaching! Thank you so much buddies! After reading Mi and Irene’s comments, they give me more nutrients and knowledge to promote the technology for the toddlers. Mi encourages me not to ignore reading time with the children. Although sometimes I have not too much confidence to read out the words, but she uses ‘Te Whariki’ (1996) statements to remind me that use simple and clear phrases to read with the toddlers also value to them. Irene suggests me use more teaching techniques to support children’s learning and exploration. For examples, modelling, questioning, or using materials to encourage problem solving, providing opportunities for children involve in child-directed play and provide more appropriate resources to support and extend children’s learning. Therefore, I plan to bring in my laptop to centre next time to extend children’s learning. I will show the children how to upload the pictures which they are captured. I believe they will have a great interest to see what their images on the computer screen. In addition, I will introduce more technological tools for children recognise and practice to use. For instance, pencil sharper and hole punch.  

I remember that when I received the course booklet, I found that we need to do an assignment is related to technology. Technology??? The first question came to my head - my centre does not set up computer and they do not have any high-tech products. How can I promote technology to the children? At that moment, I was a little bit confused. Later on, I understood what technology was all about helping people and solving problems in their daily lives (Smorti, 1999). Therefore, pencils, hammer, ice-block stick, magnify glass… a huge range of items are thus associated with technology. That is an important discovery for me! I am as an educator, if I do not have technology concept, I can’t use the technical language to describe the processes for the children (Smorti, 1999,). Therefore, I need to clarify the definition of technology so that I can scaffold their learning in technology area.

In the technological activities, I found that toddlers have more understanding about technology. For example of the boy ‘L’, through the teaching and learning interaction with use of stapler, cellulose tape, and paper clip, make ‘L’ understand the relationship between materials and tools. In fact, toddlers through the access of different tools and materials, they can gain on problem-solving, physical and communication skills. Another scenario, the girl ‘G’ and the other toddlers have beneficial to use of camera. At least, they had basic knowledge about different parts and function of the camera. It can make them have more knowledge and understanding how to use the camera in a meaningful way for their further life. Our New Zealand Early Childhood Curriculum ‘Te Whāriki’ encouraged children should have opportunities to explore and investigate the use of tools, materials, and equipment so that they can make sense of the world (Ministry of Education, 1996).

Overall of the three technological experiences whatever CD player, book, CD, stapler, cellulose tape or digital camera. Both things are value to bring into the children’s cognitive, emotional, social, language and physical development.

Reference

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

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