Entry Six

This entry illustrates what I absorbed and realised from my feedback given on my blog entries four and five. From what Tegan mentioned, I learned that even though I mentioned “children showed their funds of knowledge” I did not explain the term very well. By this I meant that “children do not enter our rooms as empty vessels willing and eager to be filled, they are each ornate vessels, with beautiful carvings, deep meanings, filled with knowledge and skills from their families and cultures” (Ministry of Education, 2007). So linking that definition in with my provocation, I did not stress that the children knew how to use binoculars correctly without any guidance from teachers. Additionally, from the feedback given, I learnt that my initial entries were not as comprehensive as I first thought and in hindsight I should have had more discussions with the children about what activities they would have like to do with the binoculars. This would have enabled me to shape my teaching around the children’s interests. For example, the children like aeroplanes and binoculars so we could arrange a trip to the airport to watch planes with binoculars in the future.

Jodine and Sharlene both gave very valid points regarding entry four. Both of them brought to my attention that I could have done the digital experience with more than just one child. I have learned that this would have helped the child understand the significance of sharing their experiences with others and creating an opportunity for the children to discuss what they learned and create opportunities for them to learn from one another. From this experience, they would learn how to work alongside each other of and build on each other’s funds of knowledge too (Ministry of Education, 1996). A valuable point that Sharlene mentioned was figuring out why *Selena did the alphabet starting from the letter Z. I tried asking *Selena while she was doing the activity but she replied with “my mum showed me how to”. I should have asked her mother what sort strategies she uses to teach *Selena the sequence of identifying letters so that we could use that approach with the children who struggle. This would have allowed me to get some parental input in our centre and I have learnt the value of parental learning strategies. This also taught me the importance of interacting with the children to identify their learning styles, so we can optimise their learning. The idea of doing the alphabetic game in real life so that it will introduce the idea of the link of digital technology to real life experiences (Talay-Ongan, 2005).

Overall I learned three significant impacts technology can have on children these include: enriching the early childhood setting, developing a child’s capability of using ICT and the effects of using ICT with children.  Firstly, digital technology if used correctly can be a way that teacher-child relationships are enhanced and strengthened (Ministry of Education, 1996). It also serves as a “level playing field” for children with special needs and it also facilitates the emergence of multi-literacies. Multi-literacies refers to the way people communicate in the twenty-first century due to the variety of technologies (Fleer & Jane, 2011). Secondly, in order for the children of the twenty-first century to fully function in their society they need to develop their technological literacy and it should be seen as an essential part of the early childhood curriculum. Lastly, the effects of using ICT on children are both positive and negative on their well-being. For instance, the negative physical effects include eye fatigue and poor posture from extended computer use and the positive effects it could have on a child is that they are strengthening their fine-motor skills by manoeuvring the devices they have (O’Rourke and Harrison, 2004).   The social defects could be the aggressive behaviour that occurs when the child is exposed to violent games and they could isolate themselves from social encounters with others. The positive effects could be learning how to share experiences when they are using the computer at day-care (Stephen and Plowman, 2013).

References:

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia:    Pearson Australia. 

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o      Aotearoa: Early childhood curriculum. Wellington, NEW ZEALAND: Learning Media. 

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.  

O’Rourke, M., & Harrison, C. (2004). The introduction of new technologies: New possibilities    for early childhood pedagogy. Australian Journal of Early Childhood, 29(2).

Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood  Folio, 17(2), 3-8. 

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children.  Southbank, Australia: Thomson Social Science Press.  

Hyperlinks to contribution to other student's blogs

Jodine Garrick: http://jodinepeopleplacesthingsevents.blogspot.co.nz/2015/09/entry-four.html?showComment=1443405853789#c4243859635377053427

Sharlene Wilson: http://mitpeopleplacesthingsevents.blogspot.co.nz/2015/09/entry-four.html?showComment=1443407367435#c7369649976611799316

Tegan O'Rourke: http://socialsciencesandearlychildhood.blogspot.co.nz/2015/08/blog-project-entry-four.html?showComment=1443411201824#c5469260995934893799


References:

Stephen, C., & Plowman, L. (2013).Digital technologies, play and learning. Early Childhood        Folio, 17(2), 3-8.

Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o    Aotearoa: Early Childhood Curriculum. Wellington, New Zealand: Learning Media Limited.

Entry Five

This provocation experience incorporated technology by making use of binoculars to gain insight of the world around us. It also incorporated social studies because the learning experiences brought out how the people and things help them revisit their past experiences (Ministry of Education, 2007). Children were interested for short periods of time but would move away from the learning experience of using the binoculars and then would come back ask if they could use them again. Children started searching through their funds of knowledge and started explaining to me where they have seen a binoculars being used. Majority of the children knew what the binoculars were and how to use it. They understood the smaller side is used to look through. They could identify the literal environment like for example the trees and the different teacher’s cars in our centre. “Look *Melissa’s car is right near to my face” said *Ron.

A child told me that she used binoculars when she went on holiday to Africa and saw the monkeys and lions in the forest. She exclaimed that the texture of the binoculars was cool and that she has one but not as cool as the one I brought in. Another child told me that he saw a man using binoculars when he was in Fiji. One that specifically intrigued me was another boy saying he could see a koala in the trees just outside our centre and that they were hiding. Altogether the children could see the chickens and that they were trying to escape from the coop.  “Look they the chickens are trying to escape” said *Oneal. Lastly, another boy said that the binoculars was actually a telescope and could use it to look at the moon. I enjoyed learning the depths of the different children’s knowledge they had and I found out new things about them and how good some of them are at using their imagination (Fleer & Jane, 2011).

I brought in the binoculars because the children were very interested in what the sheep and other farm animals were doing just outside the centre. They would constantly look to try and see but with no success they would say, “I can’t see what they are doing”. I tried to help them bring the lens of their wider world in closer. I wanted them to see clearly what the animals were doing and what the animal’s environments looked like (Ministry of Education, 1996). I found that bringing them in for that purpose only lasted a few minutes. This learning experience brought forward that different children in the centre have been exposed to different things. When bringing things such as binoculars into the centre, it brings about the sharing between child and teacher and they also relive the different events that took place in their lives (Ministry of Education, 1996).

I believe the provocation was successful and that the children were really intrigued by the use of the binoculars. They took care of the binoculars especially when I said that I had borrowed them. More importantly, I think they enjoyed not having any boundaries on how to make use of the binoculars in the centre and that they could explore with them and have as much turns with the binoculars as possible. Ministry of Education (1996) emphasises how teachers should allow children to develop self-confidence when we provoke their thinking and we allow the learning experience to explore new aspects of children in the centres.

In summary, I would  have liked to support their learning with more in-depth open-ended questions and allowed  time for them to tell what they saw and  why they enjoyed the activity so much that they would return every time (Ministry of Education, 2007). I would also try to find out ways we could extend on the use of the binoculars maybe for instance trying to track down a telescope and see if they realise the differences between the telescope and the binoculars.s

References:

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson            Australia. 

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

 Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media. 

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia. 

*No real names used

Entry Four

I evaluated one child using digital literacy on the computer we have in my centre. She enticed me because I was unsure whether she could explain what she was doing on the game we have at the centre. She helped me understand that it depends on what exposure to digital technology they were allowed to at home with her parents. At my centre we have a computer that has an alphabetic game (O'Rourke & Harrison, 2004). *Selena recognised the letter Z and she started filling in the alphabet backwards starting from Z, I would have thought she would have started from the letter A. The chickens in the game have four rows of letters and a chick is allocated to one letter in each of the rows. She explained to me “when you put the right letter in, the chick can sleep”.  I found this quiet interesting and I questioned her more on what else she understood about how the game worked. She explained that she had the game at home on her tablet and her mum showed her how to recognise which letter is what (Stephen & Plowman, 2011). She explained that there is a time limit and if she does not get all the chicks in the right bed then the chicks will not be able to sleep.

I quite enjoyed the activity the child because I learned new things about *Selena and could understand that she was critically thinking about what alphabet to use. I also liked that I learned that her family spends time with teaching her basic recognition of letters. They do not let her go on her own tangent with her tablet. It also helped me understand that when children work with alongside a knowledgeable other they tend to pick up things faster (Ministry of Education, 1996). The only thing I would have done differently would be the amount of children I did the activity with. When doing a learning experience with one child gave me one perspective whereas if I had done it with a group it would have somewhat displayed the levels of exposure each child would have with digital technology in their homes (Fleer & Jane, 2011). It would have given me an indication of what the parents do to help digital technology have a good influence on children. Additionally, the experience lasted for twenty minutes which I think was quite a good amount of time considering Selena had done each letter of the alphabet herself and she could explain to me what she was doing when I prompted her with questions (Talay-Ongan, 2005).

Another thing I found interesting was that when *Selena explained that the chicks needed to be placed with the correct letters else they couldn’t sleep suggested she felt responsible for the well-being of a virtual character. She took her job really seriously and displayed an emotional attachment to her getting the correct letters matched up with each other seemed vital for her. I realised how quickly she became enthralled in the game. It illustrated me how quickly she connected her emotional state with digital technology. That is why it is important that children have a limit of one game per child because else they will sit at the computer desk all day in our centre. She told me she liked using the mouse of the computer because it allowed her to move it around to her left-hand (Stephen & Plowman, 2013).The outcome of the evaluation for me was thought-provoking and it showed me her perseverance of completing the task she had at hand.

References:

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.  

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

O’Rourke, M., & Harrison, C. (2004). The introduction of new technologies: New possibilities for early childhood pedagogy. Australian Journal of Early Childhood, 29(2).

Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2), 3-8.  

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press.  

*No real names used.

Entry Three

There are many ways that technology can influence children. Children have different sorts of experiences and are exposed to how things work in their world. The positive influence that technology can have on children is that they can retrieve and research information independently (Plowman & Stephen, 2013). When children have questions about the things that go on in the world around them they pose these to parents and teachers. Children can gain experience on the internet on for example how an earthquake works and how certain animals feed. Bolstad (2004) argues that digital technology is good for children when it is utilised in a way that assists them to build on the knowledge they already have. In the digital world each child can be seen as capable and “barriers are reduced” and technology strives to bring about inclusion across all children that attend early educational settings (Bolstad, 2004). Technology also helps for children to stimulate themselves independently but with the hovering of teachers every five minutes to make sure children are not getting frustrated or if they require help with digital processes of educational games. When teachers allow themselves to be educated around the safety and protection of appropriate software for children to use, it assists teacher and child when they understand the content being interacted with (Minitry of Education, 2007).

The detrimental effects that technology can have on children are that there is no limit to information they can gain from the digital world (Fleur & Jane, 2011). They will find themselves, without a knowing other, spending much time on the internet or on the technological device they have. It was about twenty years ago children would play outside all day and they were masters of imaginary games and technology is causing communication breakdown between children and their families (Bolstad, 2004). At dinner time children do not spend time with their families they would prefer to get engrossed in their tablets and even the television. Subsequently, This leads to children getting frustrated with their parents when the device has been taken away from them. When children spend perpetuated periods of time hours on the technological device it will limit their innovative thinking and it opposes the capabilities to accomplish optimum sensory and motor development (Bolstad, 2004). Children will lose interest in the centre curriculum and prefer to take part in the virtual world of educational games. When children have social issues, they will find themselves relying on the digital device because they do not see the importance of communicating with other children.

My idea on technology is that it could be a positive when used correctly. The children in my centre are allowed ten to fifteen minutes for computer use. The computer is setup with drawing tools and educational games only, so they have no internet connected to their computer. It is just for safety and protection and allow the internet be surfed alongside a teacher. Some digital software is not age-appropriate so it is in the best interest for children that their computer has no internet and which tends to capture the mind of the young (Fleur et al, 2011). That’s why the child and teacher need to work in collaboration when the child is engaging in digital technology. Teachers in that way can crack down on the time is spent and children are allowing each other to have turns (Ministry of Education, 1996).  Children need to be exposed to digital technology because that is where the world is heading and they will be at a disadvantage if they do not experience the positives of technology. When technology is used with no boundaries for children they will be thrilled by their digital technology so much they will not feel the need to make real relationships with the people around them (Ministry of Education, 1996). 

References:

Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: New Zealand Council of Educational Research.

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

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.  

Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2), 3-8.  

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press. 

Entry Two

Social Sciences can be anything from history, geography and sociology (Ministry of Education, 2007). I attend a Reggio-inspired centre where the philosophy revolves around three values. The first core value is the relationship children have with their parents. The second value is the relationship children have with the environment and the last core value is their relationship with teachers (Malaguzzi, 1993).

The first value of relationships between children and parents is encouraged using an atlas to show the child different parts of the world. A child asked me whether we could find out where Brisbane was and what it looks like because she told me her mum was from there before she moved to New Zealand and her grandparents still reside there and she will visit them soon.  I showed her where Brisbane was and then we discussed popular social ideas about Brisbane; ie Brisbane is the sunny state. I also illustrated to her where I lived before immigrating to New Zealand. By researching with the child about where their family/whanau originates from, we help the child grasp a deeper understanding about the world they reside in to which helps them understand their parents better.

I provide learning experiences where the child can understand there is more than one way to source valuable information.  By offering these types of experiences, children establish a better relationship with knowledge about their world and their understanding of where their teachers and peers have immigrated from.  As stated in Ministry of Education (1996), when children work in collaboration with people, they begin to appreciate differences. Also by understanding where they come from it will help them understand themselves and their culture better. The girl I did this learning experience with, ended it off with “now, I can tell my mum what place she comes from and how hot it is in Brisbane”. That statement indicated to me that she learned something very valuable about her mother. I felt that this student learned something about society and communities and how they function through discussing her family with me (Ministry of Education, 2007. p.p30).

The second core value that is shaped by the Reggio philosophy is the relationship with the environment. The study of social sciences includes the knowledge of the world that surrounds us and it operates (Ministry of Education, 2007). We are currently studying the solar system in our centre because a child’s parents found a picture in a newspaper that shows all the planets.  This child’s interest encouraged staff in the centre to start collating information on each planet. The way I added my contribution to this learning experience was by making a book translated the planets into Te Reo Maori to strengthen my own and children’s te reo  so that we are learning alongside each other and gain the feeling of being equal. The book that I made also helps the children identify and separate what colour each planet is and the sequence from the closest to the furthest from the Sun. I learnt that by getting involved with the environment, I could enrich the children’s and my own knowledge on the physical world around us.

Finally, when the last core value of relationships between children and staff is encouraged and staff work alongside children scaffolding their learning of social sciences, the children feel supported enough to advocate for their own beliefs and feel entitled and respected enough to have an opinion. The girls in my centre usually argue over the princess dresses because of the Frozen craze so when they are debating over who had the dress first I try to only step in when they either asked me to be mediator or I ensure both sides are heard. From there we discussed together options on ways to move forward first. This I believe helps “children develop respect for one another's feelings and opinions whilst learning to share" (Ministry of Education, 2007).

References:

Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (1st ed.), (pp. 41-90).            Norwood, New Jersey: Ablex Publishing Corporation.

 

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

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.  

NCSS. (n.d) A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy. Retrieved from: http://www.socialstudies.org/positions/powerful

Entry One

Children’s context influences their lives and development. People have significance in children’s lives because children usually mimic the behaviour that they have been exposed to. If children are exposed to nurturing behaviours they learn about the components of healthy relationships, which reflect in their behaviour, they also learn how to advocate for themselves in an appropriate manner. Parents have the most impact on their children’s lives.  Positive reinforcement from caregivers towards inappropriate behaviour is a determinant of how children will learn how to act towards other children.  Adults help children distinguish between what is moral and immoral (Berk, 2010). Through interactions with people children learn about their culture. For example, the language children learn to speak is dependent on the language spoken by people surrounding them(Ministry of Education, 1996). Piaget (Tala-ongan, 2005) believed in the “constructivist theory”, where children build their knowledge through hands-on exploration with people who provide opportunities for them.

Place can refer to a child’s geographical location, or their place within social structures.  For example a child’s environment influences their culture, hobbies and the types of activity they engage in (Ministry of Education, 1996). A child’s place in the family (i.e. whether they are the youngest or eldest) can influence personality and behavioural traits. Places such as farms influence children’s relationships with animals. These children may be more likely to have empathy for animals and have a love of nature, when compared to children who grew up in the city (Malaguzzi, 1993).

Events refer to things that occur in a child’s life. Events can have positive and negative implications and can range from minor (i.e. birthdays) to more significant (earthquakes) events (Ministry of Education, 2007). Children that have lived through the Christchurch earthquake will have a better understanding of the ramifications that occur when an earthquake takes place. For example, Christchurch children who have lived through that event will feel like they can relate to children and people from other parts of the world that have lived through an earthquake. Certain events can create excitement in the child’s heart and mind; events such as Christmas will help children look forward to the end of the year.

Things are tangible items that children tend to nurture. For instance, a girl in my centre gains comfort from her blanket when she sleeps. Items can help fill the void of a parent or caregiver while they are at the centre (Berk, 2010). Children form emotional bonds with items, and things often form the basis of play. Educational things (such as books and puzzles) can help children’s educational development. Books and puzzles also cater to each age group from zero to five years, it gets challenging to keep the child interested and build aspirations and self confidence in the child to finish the experience (Fleur, 2011).

When children watch movies that have a good underlying message it gives the children something to aspire to (Berk, 2010). Children are good at collecting information through any sort of source. Popular culture also impacts children’s lives through drama. My centre is very much a second home for the staff and children that attend. The children are allowed to have free play. Frozen has been an ongoing thrill in my centre for the children that attend. Each child knows the music and sends their parents in fanatics with Frozen party dresses and Frozen objects. Minions seem to be another popular craze in the centre. When children are influenced by popular culture, this all leads to parents catering to these desires. For example, parents tend to surround their child with all the things their children enjoy, so their birthday parties are impacted by their popular culture craze and so is their clothes and bedrooms. When parents identify their child’s parents often try to purchase items that will fulfil their children’s desires. So when children are passionate about popular culture it impacts their parents just as much (Fleur,2011).

References:

 Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia:           Pearson Australia. 

Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (1st ed.), (pp. 41-90).            Norwood, New Jersey: Ablex Publishing Corporation.

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

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media. 

NCSS. (n.d) A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy. Retrieved from: http://www.socialstudies.org/positions/powerful