When you click on the link, my comments will show as "time flies" not my name :)
Jodine - Entry 5
Tegan - Entry 5
Tiffney - Entry 4
Monday, September 21, 2015
Friday, September 11, 2015
Entry Five
I have observed children interested in the family photos on
the wall and the broken cameras that we have around the under twos area. So I decided to talk to the team and get the
real cameras onto the tables for the children to use, taking photos of each
other so we could print and put up on a wall sharing their photos with families
and friends “children develop confidence in working with others to explore the
environment and make sense of the social and physical world” (Ministry of
Education, 1996, p. 98).
The children that were really interested in this type of product sadly within 10mins of the cameras going out they went over to the over twos area for transition and couldn’t investigate the cameras. The children that were left over I waited and they didn’t seem too interested in the real cameras, the one child that did come over to the table picked up a camera and pushed a button it turned on, as soon as the camera turned on he gave it to a teacher and walked away. I tried to engaged a few of the children to have a turn with the cameras but it didn’t seem to work, The child that gave the camera to a teacher I tried to bring back to let him know it was okay to use, but he didn’t seem to get the idea he could have a turn.
I have observed this could be the staff fault when children don’t want to give it a go as they aren’t given the opportunity to have a turn with a camera or ipad even with supervision. The staff that took the camera knew what I was doing but didn’t seem to support it. I find it really hard to understand as staff use the cameras all the time to document children’s learning “educators can utilise technologies to assist with the observation and documentation of children’s experiences” (Arthur, Beecher, Death, Dockett & Farmer, 2005, p. 214).
Sadly with me being ill I didn’t have much more time to try again or a different approach to it and the children that were really interested in the photos and cameras had gone over for transition or were not there on the day. It does show me that the children don’t get to use technology in the under twos area very often and I feel we need to start encouraging it.
The children that were really interested in this type of product sadly within 10mins of the cameras going out they went over to the over twos area for transition and couldn’t investigate the cameras. The children that were left over I waited and they didn’t seem too interested in the real cameras, the one child that did come over to the table picked up a camera and pushed a button it turned on, as soon as the camera turned on he gave it to a teacher and walked away. I tried to engaged a few of the children to have a turn with the cameras but it didn’t seem to work, The child that gave the camera to a teacher I tried to bring back to let him know it was okay to use, but he didn’t seem to get the idea he could have a turn.
I have observed this could be the staff fault when children don’t want to give it a go as they aren’t given the opportunity to have a turn with a camera or ipad even with supervision. The staff that took the camera knew what I was doing but didn’t seem to support it. I find it really hard to understand as staff use the cameras all the time to document children’s learning “educators can utilise technologies to assist with the observation and documentation of children’s experiences” (Arthur, Beecher, Death, Dockett & Farmer, 2005, p. 214).
Sadly with me being ill I didn’t have much more time to try again or a different approach to it and the children that were really interested in the photos and cameras had gone over for transition or were not there on the day. It does show me that the children don’t get to use technology in the under twos area very often and I feel we need to start encouraging it.
References
Arthur,
L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2005). Programming and planning in early childhood
settings (3rd ed.). Victoria,
Australia: Thomson.
Ministry
of Education. (1996). Te Whāriki: He
whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning
Media.
Entry Four
Entry four
While in our centre we have lots of broken technology the
children use them as they are real, taking photos and then looking back at the
screen to see what they have taken and then showing the teachers the photos
they took. While the children get to use
the real cameras at times with a teacher holding it this doesn’t give the
children their full ability on what they can do with technology. I had my phone in my pocket and pulled it out
for one of the children that were still awake (we will call her Jane and she is
two).
Jane knew how to turn my phone on (I put in the password), as I observed Jane she seemed to have very high digital literacy and knew what she was doing when she was scrolling through the phone. Jane found the app that has the galley of photos and understood when going into that how to scroll through the photos on my phone and when she came across a video knew how to get that to play. I kept observing Jane, knowing there wasn’t much she could do to hurt my phone she clicked out of the photos and started moving the screen to the side where she found an app I guess she recognised from home life. Jane found the Youtube app and clicked into that telling me “bus”, so I helped her writing in “wheels on the bus” and she then found the video she wanted and started singing and dancing with the song “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 98).
I noticed that Jane was very interested in the phone, we do have ipads in the centre but they are mainly used for the 3-4 year olds. When we have them in the under two area they are turned onto Youtube for dancing and singing and the children can watch but can’t touch them. We need to look into this a bit more and start letting under twos have more exploration to the ipads with the games, with so many children using parents phones, tablets and ipads at home they have good digital knowledge and with Stephen & Plowman (2013) saying this helps with children’s development learning, social and cultural awareness we should promote children in using technology instead of teachers controlling it. Te Whāriki says that toddlers need to explore their world with what they can have access to, it says books and pictures about their everyday world but technology is now becoming part of their world a lot faster as they understand it and know how to work it faster than adults can.
Jane knew how to turn my phone on (I put in the password), as I observed Jane she seemed to have very high digital literacy and knew what she was doing when she was scrolling through the phone. Jane found the app that has the galley of photos and understood when going into that how to scroll through the photos on my phone and when she came across a video knew how to get that to play. I kept observing Jane, knowing there wasn’t much she could do to hurt my phone she clicked out of the photos and started moving the screen to the side where she found an app I guess she recognised from home life. Jane found the Youtube app and clicked into that telling me “bus”, so I helped her writing in “wheels on the bus” and she then found the video she wanted and started singing and dancing with the song “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 98).
I noticed that Jane was very interested in the phone, we do have ipads in the centre but they are mainly used for the 3-4 year olds. When we have them in the under two area they are turned onto Youtube for dancing and singing and the children can watch but can’t touch them. We need to look into this a bit more and start letting under twos have more exploration to the ipads with the games, with so many children using parents phones, tablets and ipads at home they have good digital knowledge and with Stephen & Plowman (2013) saying this helps with children’s development learning, social and cultural awareness we should promote children in using technology instead of teachers controlling it. Te Whāriki says that toddlers need to explore their world with what they can have access to, it says books and pictures about their everyday world but technology is now becoming part of their world a lot faster as they understand it and know how to work it faster than adults can.
With this experience watching Jane with my phone, I believe
they need the ipads to be available to the toddlers to use with adult
supervision but they are so competent with technology and great at exploring
their world. Having technology more accessible for them
will benefit them for the world we are now living in.
References
References
Ministry
of Education. (1996). Te Whāriki: He
whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning
Media.
Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2), 3-8.
Thursday, September 10, 2015
Entry Three
Children experience a different world to where I was a child. Children now have technology and this is
their world, it is what they are brought up in and what they know and
understand. So children understand it
better than most adults and this influences children in different ways.
Tsantis, Bewick & Thouvenelle (2003) state that using technology in childcare centres is teaching them basic computer skills before getting to school, it is about the information the children can source and along with Bolstad (2004) they say this helps with language development and when working in pairs helps them learn about turn taking and decision making. Stephen & Plowman (2015) also states that children are developing their cognitive development learning, social and cultural awareness while using technology. This all happens when children have good support behind them when staff have knowledge and depends on the staffs own confidence with technology and their own beliefs around technology.
Bolstad (2004) says technology has an effect on people and the environment that surround the children learning, providing collaboration, co-operation and positive learning experiences. “Children experience an environment where they are encouraged to learn with and alongside others” (Ministry of Education, 1996, p.70) this can include parents like Bers, New & Boudreau (2004) says learning experiences for parents and children together on technology and when in childcare centres children mirror home-life (Stephen & Plowman, 2013) and bring what they know into the centre. Bolstad (2004) also states with scaffolding of a teacher technology can benefit children with special learning needs, “children experience an environment where they learn strategies for active exploration, thinking and reasoning” (Ministry of Education, 1996, p.88).
Tsantis, Bewick & Thouvenelle (2003) state that using technology in childcare centres is teaching them basic computer skills before getting to school, it is about the information the children can source and along with Bolstad (2004) they say this helps with language development and when working in pairs helps them learn about turn taking and decision making. Stephen & Plowman (2015) also states that children are developing their cognitive development learning, social and cultural awareness while using technology. This all happens when children have good support behind them when staff have knowledge and depends on the staffs own confidence with technology and their own beliefs around technology.
Bolstad (2004) says technology has an effect on people and the environment that surround the children learning, providing collaboration, co-operation and positive learning experiences. “Children experience an environment where they are encouraged to learn with and alongside others” (Ministry of Education, 1996, p.70) this can include parents like Bers, New & Boudreau (2004) says learning experiences for parents and children together on technology and when in childcare centres children mirror home-life (Stephen & Plowman, 2013) and bring what they know into the centre. Bolstad (2004) also states with scaffolding of a teacher technology can benefit children with special learning needs, “children experience an environment where they learn strategies for active exploration, thinking and reasoning” (Ministry of Education, 1996, p.88).
So with all that said, technology has a place in childcare
centres providing it is used correctly and staff have an understanding on how
it works, children can develop good thinking with technology and learn to work
alongside others for team work and parents for more learning. Technology can help with language
development. Technology is a great way
to help children move forward and with staff scaffolding them with what they
know and what they don’t know getting them to learn more they will be up with technology
that will be used at school, having those basic skills of ICT.
References
Bers,
M., New, R., & Boudreau, L. (2004). Teaching and learning when no one is
expert: Children and parents explore technology. Early
Childhood Research & Practice, 6(2). Available at http://ecrp.uiuc.edu/v6n2/bers.html
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.
Stephen,
C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2),
3-8.
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.
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