'From chalk boards to Nga Rorohiko'

 From chalk boards to Nga Rorohiko' Computers.  In the preschool area there is four computers for the children to learn from.  They learn how to recognize numbers, letters and sorting.  Today I notice P(4 year old boy) had choose not to use the computer, He had choose to use a chalk board and black board to practice his letters.  It was quite nice to P use these basic tools and the other children choose to use the computers.  Sometimes P likes to choose solitary play as he enjoys to be alone. (Te Whariki, 1996).  P is able to make his own choices and chooses his own materials and is able to solve his own problems.

 I recognised that P was actually learning about letters and the teacher wanted P to extend his knowledge on recognising his own name by practicising how to write different letters and recognise them.  (Te Whariki, 1996).  P is able to recognise patterns and sequences this helps him develop literacy skills as he transitions into school.

 As P observes and listens to the teacher's instructions , P uses the chalk and black board to show that he is understanding. Where others would rather use the computers which is okay too, as this is a tool which is allowed to be used in certain times of the day.   Ministry of Education (2004) says that “observing and listening in to Information, communication and Technology practices includes watching adults and other children using ICT for a range of purposes” p.5.                                

 

 Responding to the preference of the child, as teachers we should be able to accommodate the learning of the child provided it is guided and supported by other teachers, management and whanau of the children.  ICT when used with caution and limited access can be a great tool for children and teachers.  Therefore ICT has taught the children to notice, recognise and listen and respond.

References:  

Ministry of Education (1996). Te Wha-riki. He whaariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Part 3: Final Refelctive Blog on Personal Blog.

Over the last few weeks it hasn't been easy to post a blog as there were a few things I struggled with.  Firstly you have to make sure that the photos don't show the children's faces.  Secondly, writing them up and trying to display them already formatted nicely.  Thirdly, making sure you make comments on other students blogs, critically being mindful and encouraging.  Using technology in its fullness is not an easy task when trying to follow someone and save what you have written, just in case unfortunate accidents of deletion might happen.  Putting it altogether and making sure that you were talking about 'The significance of use of technology on children's learning and development based on your observations of children in your own centre setting'. Wow that's quite a bit to get through, nevertheless its possible.
The significance of technology has its advantages and disadvantages, but having an open mind can help as well as asking for help can be good too.  Things that I have learnt through this duration of the course is that technology has many aspects and can be in a form of a pair of scissors to a mobile phone.  What even surprised me when I had a collaborative discussion with my work colleagues is that one of the comments made was that technology also includes spoons, pegs to screw drivers and boxes.  The meaning of technology itself can be be misunderstood if you dont know what your looking for.
As far as technology goes, a comment one of my colleagues made was , 'technology means something that can solve a problem'.  I can solve problems, does that make me a type of technological being? I think so, I am the resource and provide ways and means of something that might need repairing or solving. What do you think?
One thing I know I need to work on from a comment made from Vanilla Brownie Ice cream is that I need to proof read my work.  Having someone else to proof read my work as well could be a possibility.  Also a comment by Rosemoni about the importance of Te Reo Maori and the lack of it being spoken in centres.  Its so true that some only use it for the duration of the course and then put it in the back seat hidden.    Yes thats a fair comment but on a personal note if the teacher is not passionate about learning the Te Reo Maori then it wont be taught in the centre.  Te Reo Maori will only become a chore to the teacher and not an enjoyable expereince.  
The comment made from Teresa Ng was very relevent because she commented about teina and tuakana, older siblings role modelling to the younger child.  This seems to work better than a teacher trying to teach.  At the end of the day some technology is useful but from experience a hands on approach works best.
Overalll, I throughly enjoyed this course and learnt just a bit more about what is so significant about technology in the centre and the many areas that technology is in, when I didn't even know it.
In conclusion, after reading a few of everyone else's blogs and offering encouragement  has really open up my eyes to think outside of the box more often.

Part 2: 5 contributions and 2 on course blog

People, Places, Events and Things:  Part 2
Five contributions to 5 other students

http://kristastechblog.blogspot.com/2011/04/video-recording-with-children-and-its.html?showComment=1303113017954#c5077519711438240544

http://kanga-play.blogspot.com/2011/04/v-planner.html?showComment=1304232521351#c5602483933429403900

http://kanga-play.blogspot.com/2011/04/my-first-robot.html?showComment=1304239952601#c8968856325588288798

http://miriammit.blogspot.com/2011/04/blog-post-2-yummy-peppermint-creams.html?showComment=1303959309485#c1616162327869039919

http://ladybug-veronica.blogspot.com/2011/04/normal-0-false-false-false-en-nz-x-none.html?showComment=1304241174394#c9146854387645599112

http://kristastechblog.blogspot.com/2011/04/video-recording-with-children-and-its.html?showComment=1303113017954#c5077519711438240544

2 contributions on course blog

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1304243977649#c6335858561676786291

http://tamarwk.blogspot.com/2011/04/children-as-competent-confident.html?showComment=1304335787898#c4055315689150080905

Neke neke hi! neke neke hi!

I notice today a few of the boys outside shifting one of the carpentry tables. (All the boys are 3 to 4 years old.  As I observed them I asked, "He aha o koutou mahi?" "What are yous doing?" "I neke tera mahi teepu ki hia?" "Where are you taking that carpentry table"  " We want to jump over there!" J says excitently.  "I want to jump too!" B says.  Surprisingly I said "Ae, kei te pai kia tupato" "Yes thats okay just be careful" .  I watched how they twisted and turned this way and that way.  Having little rests in between.  Talking with one another, and waiting for each other until they had carried the carpentry table where they wanted it to be placed.  This took about a half hour of constant communication with each other and a little bit of support when they needed it.  I did not want to interfere as much , so I wouldn't stop the learning.

Mitchell (2007) says “It is through children being allowed to learn firsthand, through their own interests and discoveries, that learning occurs” (p34).   Each boy showed an interest in the same thing, they all showed co-operation and great communication skills.  They discovered that they could do anything if they put their minds to the task at hand.

Helm, J., & Katz, L. (2001) supported all of the learning outcomes in this task that the boys had accomplished. The boys  challenged themselves as this was shown by their facial expressions.

The tools of technology are sometimes not always little gadgets and hands on resources but sometimes ourselves can be that piece of technology.  As the boys lifted, carried and communicated the boys had use their own initiative to access a table and solve a problem for their own pleasure.  

There were a lot of learning outcomes and one that mainly stood out was co-operation by all.


The Ministry of Education (1996) supports where 'the programme should provide different perspectives and the balance between communal, small-group and individual activities to allow opportunities for interaction and co-operative activities' p.65.

references


Helm, J., & Katz, L. (2001).   Young investigators the project  approach in early years. New York: Teachers College Press.

Mitchell, L. (2007). Using technology in Reggio Emilia-inspired programs.Theory Into Practice, 46 (1), pp. 32-39.

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

"Moe moe pepi, sleepy baby?"

 Time:    Morning               Area:     Outdoors             Weather:            Sunny with a light cool breeze.

                                                     

Noticing

Today I Noticed B, (2 year old toddler) dragging an old box around with her inside the family play area.  I decided to observe B and see what she was going to do with the box.  Next B went outside by some steps next to the harakeke bush and back gate, dragging the box behind; her which was now torn and ripped from all the dragging.  Placing the box down on the steps B carefully laid herself on one part of the box.  It wasn’t too long when M and K (boy and girl both 2 & half years old) came behind from the harakeke bush wanting to pass B.   As the two toddlers approached B, K was the first to pass her carefully.  One leg at a time K stepped over B.  B looked like she was not going to move out the way. “scuse me” M asked B  “Tino pai to korero M, good words M” I reinforced.  Next M tried carefully stepping over B as well.  Even though M tried carefully to step over B's legs M fell on B's legs. "Aue! arohamai, kei te pai koe?" "Oh sorry, are you okay B" I said to B.  B yelled out “Go way!” “Go way!”  “ Aue! B kia pai to korero, he aitua" "Oh! B it was an accident”  I continued to say to B.   B’s language skills showed me that she was not happy of them passing by let alone falling on her.   I explained to B that it was not safe where she was lying with her box.  After K and M passed by I asked B if she wanted to move her box, reluctantly B decided to stay where she was and just bask in the sun trying to get comfortable in her box and yawning continuously.

Recognise

I recognized that B was tired by her body expressions as she was yawning. B had decided to stay outside and bask in the sun and most probably had fallen off to sleep if she could.  From a collaborative discussion with my supervisor who had being watching as well, I agreed with her  to leave B where she, was as I did not want to stop B from exploring and trying new things out.   B was using the box to create something that was meaningful to her and in this case B had already solved her problem way before I had come along into the scene. 

Te Whariki (1996) supports this by stating  “the environment is challenging but not hazardous to toddlers” as well as “children experiencing an environment where their play is valued as meaningful learning and the importance of spontaneous play”p.82.

  

B is very independent and conscious about her personal space.   Watching B trying to transform the box to suit her needs solved her problem.   This was a teaching moment that I realize that by providing the different materials and resources don’t always work out to what you might predict.  Therefore, spontaneity was the key in this story, even though this box was a bit ripped it helped B explore and use her imagination to make a connection in her environment.   

Te Whariki (1996) states “Children develop the knowledge that trying things out, exploration and curiosity are important and valued ways of learning”.(p.84).  

Therefore, “Educators need to be knowledgeable about children’s development and early childhood curriculum, skilled at implementing curriculum, thoughtful about what they do, aware of their role as models for learning, willing to try alternatives, and well supported by management” (Te Whariki ,1996, p.27)

Response

In response to this situation, I realize that technology is not all about IPads but  something as simple as a box was able to solve a problem for a 2year old. ' Technology is the usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose'. http://en.wikipedia.org/wiki/Technology

Where to next:  Getting other teachers on board to help set up the outdoor equipment and  merge some of the indoor equipment with the outdoor environment and visa versa, also getting more boxes to see what other children will wonder and explore.

References:

http://en.wikipedia.org/wiki/Technology  retrieved 25/04/2011

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

Ko wai te kai ringawera? who's the cook here?

 Notice/Evidence:

"We make our drinks hot, Whaea Faith?"  J asked.  "Ae, we can make 'inu wera', hot drinks J?" How are we going to make 'inu wera' hot drinks J?" "Put it in the microwave to heat it up" J replied. J opens up the door of the oven and puts in the cups.  "whaea Faith can you get the plates over there?"  "Ae, maku hei tiki nga mea taputapu, I will get the plates" I replied.  "we going have cups of tea aye whaea Faith?" "Ae, yes we have cups of tea J" I replied smiling.  Obseerving J's interactions today , showed that J was participating in alot of solidatry play and not interacting with other children.
                                                      

Recognise/Critique

Ministry of Education (1996) states that "Children should experience an enivronment where thier play is valued and meaningful learning and the importance of spontaneous play is recognised" p.84.  Sometimes as educators we are to support children's play and interact where the child allows, instead of always being teacher directed.  Allowing a child to express themselves and direct their play can enhance their creativity.


Respond/Action

As an educator I will allow J to be more expressive when it comes to free play in the centre.  I will provide more opportunites where J can be more pro active in social interaction as well as helping develop J's social skills and abilities as well as interacting with other children.  I collaboratively discuss with whanau and teachers to see if my observations are some what correct and see where to go next. 

references:

Ministry Ministry of Education. (1996). Te Whāriki: He Whāriki mātaurangi mō ngā mōkopuna o Aotearoa.  Wellington: Learning Media.

Tamariki Tutu? Mischievous Children?

Kei te hautu matou? Are they mishcievous?

Notice

Today I put our old radio, an old type writer and our new radio at the children's level for the first time and no sooner I had done this the children gravitated to it straight away.  I could tell by the body and noise expressions of the children that they were fasinated. Turning the nobs, playing with buttons, pressing the speakers, laughing and dancing as the music played.  I watched and observed the children so that there was no fighting over the radio.  "Kei te aha koutou? What are you doing?" I asked the tamariki . "radio, radio!"  One of the children replied excitingly. "kanikani, dancey dancey" one other child answered.  "Ae, kanikani, yes dancing" I replied.  When the older radio was displayed for the children, only one child took notice of it but did not interact with it.

Recognize

Even though the children's curiosity of the radio has sparked an interest  with other children and I recognise that because the new radio had more nobs and other buttons to interact with I realized that the new radio provided more interaction.  This created a learning opportunity for other teachers to look into by emerging children's own interests and curiosity with older types of technologies such as old typewriters.  

Te Whariki (1996) supports the children where 'toddlers are given opportunities to make choices, and their decisions are respected. p51.   Ministry of Education (1996) also states, that the programme is built on the cursiosity of the child.  Where children are to do things in their own particular way when this is appropriate. Children develop skills and experience an environment where children learn with some technology. p69. 

Respond

Therefore, I will endeavour to provide more opportunities for children's learning to have more access to other technologies such as glue guns and irons, microphones and computer access as we only have these type of resources and tools available in the young children's area. I will discuss with other colleagues about the implementation of the iron and glue gun as these resources are in the preschool area.  Also to take ratio into consideration to make sure we have our numbers covered because of the hazards with glue guns and irons are  type of resources where the safety of the child would be at risk.  Having all the team on board will make planning activities more easier.  

Te Whariki (1996) states "Adults need to raise toddlers’ awareness about what is safe and what is harmful and the probable consequences of certain actions".   Adults are alert to possible hazards and vigilant over what is accessible, or can be climbed on, and toddlers are encouraged to recognise genuine hazards.p.53.

Therefore having a risk management in place for any unforeseen circumstance that may arise such as burning or scalding, being aware of all hazards that may arise.  Also making sure management are aware of certain activities, so that the programme is running smoothly and staffing is adequate.  This in the long term will improve our practice and the quality experiences that we may have in the centre. Dalli (1999) .

references:

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

Dalli, Carmen. (1999). Early Childhood Leadership and Management. Creating the positive.  Institute of Studies Victoria University of Wellington.