Toys that are forms of technology

All of the pictures that follow show children using technology as daily play tools while they interact and explore physically and mentally. With the advances of science and technology we now have a far wider range of resources that we can call upon to entice interest while learning. This supports the Ministry of Educations aim for the child who see early childhood as a place where we are “Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st-century” (Retrieved from http://www.minedu.govt.nz/. (n.d).

 

AS at work

Leggo and other type building blocks are tools that are vibrant in colour and can be connected to build and create from your own imagination. In this thought technology offers opportunities to extend and build upon an individual or group idea. It can fire the imagination and provide another tool to express this through. For example a child draws a picture of a super special rocket, with the leggo that child can make a third dimensional representation of this in any way he or she chooses. Alternatively it provides a resource where children can experiment and trial without boundaries or specific rules with opportunities to learn hands on without the need to make a physical piece of work.

CG at work

Above AS and left CG both work away, with the leggo blocks. AS has created a world for the leggo dinosaurs with a bridge and a tree, while CG, is physically interacting and inspecting the leggo not visually building or creating anything however he is exploring. AS was confident in her-self, to build a space for the dinosaurs, as she wanted with no expectations. CG was confident in exploring the building blocks without the expectation of having to make an actual representation. Both children are in a free space where they can build and create whatever they want. There are no right or wrongs only space where they can experiment and trial different things as they choose. From Te Whāriki’s exploration strand goal one, come many development outcomes for children like “The knowledge that playing with ideas and materials, with no objective in mind, can be an enjoyable, creative, and valid approach to learning” (Ministry of Education, 1996, p. 84).

Jig saw puzzles and plastic animal figures provide learning tools that connect to the real world. CG is doing the caterpillar jig saw, which he relates to the ‘very hungry caterpillar’ having enjoyed the story many times.

CG and LGW work on their puzzles



To extent this interest the daycare recreated their own ‘very hungry caterpillar’ art which they decorated around on the walls. CG and his friends made caterpillar’s out of stockings, painted pictures and watched the process of a monarch cocoon hatch over a couple of days. Later the children coloured in pictures of their own butterfly that they chose the colour scheme for.



SL shows off his butterfly



With this kind of technology we are able to reinforce and extend ideas and concepts through the many technology mediums.

A study on caterpillars and butterflies will be more rewarding for all involved with as many opportunities offered that revisit known concepts and introduce new ones. This supports Piaget’s cognitive development theory where “children actively construct knowledge as they manipulate and explore their world”…From this Piaget believed in adaptation where “structures in the mind develop to fit with, or represent, the external world” (Berk, 2007, p. 19).

With books, puzzles, posters, movies, computers, internet and the various toys available we are able to meet this requirement. I recognise that as valuable to learning that all of the technology tools we have are they do require support and guidance, to use appropriately. This is when organisations such as Netsafe provide support and advice in being cybersafe, “the aim of Netsafe is to educate all New Zealanders about safe and responsible use of information and communication technologies” (Ministry of Education, n.d, p. 3).

BT engaged with the ball popper as PS heads past

This class (People, places, things and events) has opened my eyes to a whole range of technology based tools we use everyday to engage and extend for the children we teach. Above BT is engaged and fascinated with a ball catching scoop that has a trigger and fires the ball up. BT has had a real interest in balls, all colours and sizes, since he was a toddler and this active toy extended this interest.

Smorti (1999) suggests “technology is about helping people and solving problems” (p. 5). All of the resources provide learning and play opportunities that build and extent upon It is with consistent reflection in regards to technology, what it includes and how embedded it is in our lives, that I have realised the extent of technology in our everyday lives and world.  

Paper, pens, pencils, and felt tip pens are another form of technology that provide various mediums for children to explore, experiment, create and colour. Below PR is refining his ability to make the symbols that will become the letters and words he uses verbally, while RM is creating a colourful piece of art with crayons as she chooses too. Both children have the tools to create, with the support near by if needed, so that they can play, interact, and accomplish their task while building on their understanding and knowledge.



PR at work



RM at work

All these mediums are promoted and recognised as valid forms of technology that Te Whāriki link with essential learning skills such as “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 98).

Modern toys and games are a form of technology at its refined best and offer alternatives to encouraging imagination and creativity while learning and having fun. A fun game of bingo can incorporate colours, numbers, English and Maori text while associating actions in pictures to there verbal label. It is however on the teacher to ensure that we promote and practice the best approach and use for each of these tools.

Reference List:

Berk, L. (2007). Development through the Lifespan: 4th Edition. U.S: Pearson Education, Inc.

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 website, ‘Welcome to early childhood education ECE Lead. Retrieved on 17/04/11 from http://www.lead.ece.govt.nz/LeadHome/ManagementInformation/ICTInfrastructure/PurchasingICTAGuideForECEServices.aspx

NetSafe. (2008). Netsafe kit for ECE. Wellington. New Zealand: Ministry of Education.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10