"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.