Final Reflective Blog

I can’t believe that we are at the end of this task it seems like yesterday when I was stressing about blogging and asking what the heck is ‘blogging’? With everything that we have faced throughout the semesters I approached this as I have everything else, chill-laxing with an open mind ready to do my best, but nervous and worried never the less. To my surprise blogging was quite painless, I clicked to the workings of everything, with a special thanks to Nicole, and before I knew it I was blogging, Hooray!

I was even more surprised by how interesting this whole process has been and the knowledge and understanding that I have gained from my colleagues views and personal reflection. Every class for people, places, things and events has been a space for collective collaboration regardless of the topic. Whether the class talked about situations, learning outcomes, possible extensions or how to post a blog, there was sharing and learning through communication. Everything we were doing was what we document our children doing daily, learning through social interactions, and personally I got a lot from it. This draws on the principals of Vygotsky’s socio-cultural theory where he “believed that complex mental activities have there origins in social interaction” (Berk, 1996, p. 165). This class has taught me using the principals that we use to teach our children.

This draws from “Te Whāriki” which “states that in order to participate in this world, our children will need confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999, p. 5). Although Te Whāriki’s framework is desired aspirations for children from birth to eight, the principals and ideals, are applicable to all people in our society. The Te Whāriki curriculum is based on bi-cultural beliefs and ideals of Bronfenbrenner and Vygotsky with a learning environment that,

emphasises the critical role of socially and culturally mediated learning and of reciprocal and responsive relationships for children with people, places, and things. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection (Ministry of Education, 1996, p. 9).

Vygotsky’s theory is very relevant to education in Aotearoa as we have a bi-cultural history and multi-cultural world. The considerations Vygotsky makes regarding culture fit better with Maori and Pasifika concepts and culture and consider all other cultures. Vygotsky’s idea of scaffolding is very similar to a Maori ideal called Tuakana-Teina the teacher and the child. The big difference is that Maori do not believe that it has to be someone older, acknowledging learning can come from two people who share different knowledge. There are always learning opportunities regardless of age or position.   

The topic of technology did a big shift in my way of thinking as I worked on my blogs. Even after Tamar established in the first class that technology is not just about shiny, expensive plug in gadgets it still took a while to stick. I was concerned that I did not have the opportunities of using technology with my toddler group to write blogs to share. However, very quickly, the readings and work of my classmates clarified the extent and range of technology tools available today. It dissolved the false ideals I had that the blogs would require settings with computers to be plugged in to technology. With this knowledge I looked at the experiences that our toddler group have had and realise technology is a daily part of what we do. Whether it is in the sandpit cooking or digging, sculpting with play dough, building and creating with blocks or role playing with props, our children use technology everyday.  It is with this new knowledge that I recognise most of our daily tools, like pens, paper, pegs, newspaper and crayons, are technology tools.  

This course has made me more aware of just how clever and conscious children are of the technology around them. My first blog documented AM and how natural she looked taking a phone call and message while she tapped away on the keyboard. With this blog as with all the other blogs, there was a reflective process when writing. For example the photos of AM were some of many I had taken through out the morning. Although I noted AM was at the table with the keyboards and phones it wasn’t until I was going through the photos later that I saw just how professional she looked. I spent several years in call centres and AM fit the part to a tee. AM displayed the influence of her families world, more directly role playing her mothers job. This draws on Bandura’s theory that believes we are a product of what we see in our environment as we learn, grown and develop. Likely our behaviours and responses will mirror how we have seen others treated. In further talks with AM’s mother I was told at home AM uses the computer to play games and type, her Dad still takes AM to her Mum’s work on a regular basis, and AM has, an uses her own cell-phone, to take photos when she is out. With all this knowledge, and with reflection, I recognise just how savvy AM is with her technological skills. 
An incident that I saw with my niece highlighted to me the grasp of technology children have. At 3years old TBG wanted to go to the shop for lollies. Dad said “Oh I will take you to the shop but how will you pay T?” TBG went straight over to her Mum’s bag and took out her purse focused on her mission. A minute later she said “K, lets go Dada” and with a smile she held up a plastic ATM/EFT pos card.

Emily I thank you for your thoughts which I support completely, and realise it is really rewarding to get feedback from your fellow classmates and collaegues. Many thanks to Nicole's feedback noting that children can get stimulation from a simple activity. Again I found I was rewarded by your thoughts and observations of the story which give me more thoughts and views. To Annie I totally agree with the mulitple benefits of a toy like leggo for complete holisitc growth and development. Regarding your comment about seeing a butterfly hatch, we did do that. One of the children has a swan plant at home with butterfly cocoons and has brought a couple in to daycare. The children had the chance to observe them until they hatched which created a real buzz of excitement. Annie thank you for the observation about me stepping back to empower the children. It's funny but I often will not notice the positive things that I do when working with children and I appreciate your remarks. It was also really nice to know that I was not the only person who was reluctantly nervous about blogging and had to think about technology in a completely different way. Padma thank you for your thoughts and your provoking questions, I replied on the blog to some of your questions that I have answers too. I would like to thank you for your ideas on extending the children's knowledge by visiting a dental clinic. The experience would be great as well as introduce a whole new aray of technology tools. Rachel thank you for your feedback regarding the children flying kites and your thoughts. I appreciate your ideas to extend the childrens knowledge in a simple activity. As Padma has mentioned in her final reflection this process has given me so much constructive thought and positive recognition to the things that I am doing. It is important that we acknowledge the good and positive things that we do which I often do not, focusing on what I felt I did wrong. I have really enjoyed being able to read and comment on my colleagues work and vice versa with a live on going feel of support and new ideas. Thank you to everyone in class for sharing your fantastic thoughts and work.     

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.

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

Class Members blogs I have responded to.

http://nicolerussek.blogspot.com/2011/04/super-hero-fridge-magnets.html

http://jodiestechnologyblog.blogspot.com/2011/04/blog-1-popcorn.html

http://padma-technology.blogspot.com/2011/04/new-perspective-of-technology-im-going.html

http://nicolerussek.blogspot.com/2011/04/blog-post.html

http://hestersmitspot.blogspot.com/2011/04/buttons-buttons-everywhere.html

http://multiplyland.blogspot.com/2011/04/digital-microscope-insects-have-been.html#comments

http://nicolerussek.blogspot.com/2011/04/digital-sign-in-sheet.html

http://multiplyland.blogspot.com/2011/04/dvdcd-execise-and-sing-along.html

http://3mi1yngmh.blogspot.com/2011/03/ring-ringhelloclick-click.html

Course responses

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html

http://tamarwk.blogspot.com/2011/03/martin-robot-man.html#comments

http://tamarwk.blogspot.com/2011/03/fostering-adults-learning-about-and.html

http://tamarwk.blogspot.com/2011/04/children-as-competent-confident.html

Technology supporting, self help skills and personal hygiene

One of the initiatives that we have implemented into our centre is the ‘Mighty Mouth’ dental programme. This is aimed at educating and promoting dental care and skills for every pre-schooler in the Auckland South area. Ideally we want to make brushing our teeth a normal and daily part of life that hopefully will be carried on in later life.

After we, the centre enrolled in the programme, all of the staff had to do an hour course regarding the programme, what the ultimate aim for the children is and our role in supporting this. Once all of the staff were fully informed and felt confident and competent, we then had a mat time for the children where the programmer advisers came along and explained dental hygiene to the children.

Through demonstrations, posters, pictures showing what will happen to your teeth without regular brushing, songs and games the children got the chance to learn, while feeling a part of the course. Now as soon as lunch is over the children go inside in small groups, and with support if needed, brush their teeth. This programme is in its infancy and already the children know what the routine is after eating lunch. As they finish eating and clean up they go into daycare, apply their round sticker and toothpaste and brush

their teeth. This supports the goals of Te Whāriki and the Ministry of Education’s ultimate aim, “It is the growing role of early childhood services to support children’s understanding of the nature of the technologies they encounter and to support learners to maximise the benefits ICT can provide” (Ministry of Education home page, n.d).

The children have been very proud of what they are doing and will come and tell the teachers that they just brushed their teeth, then smile showing off their pearly whites. Not only have the children gained information regarding caring for their teeth, they have the tools and knowledge to proactively do this. Through this programme the children have been empowered to add to their repertoire of self care skills and associated knowledge. As with life long learning the goal is to promote and highlight being able to care for ourselves, that will hopefully carry on throughout their lives.  

Smorti (1999) believes that “technology is about helping people and solving problems” and that is what the mighty mouth programme is about. They are meeting a need in dental hygiene knowledge by providing information, demonstrations, toothbrushes and toothpaste. At the end of the day this is our ultimate goal, to empower the children we work with, with skills and knowledge.

In reflection I realise this is empowering the children with skills and knowledge, using a form of technology that was made to make our lives better and easier. With technology came the introduction to health and hygiene, with dental knowledge we implement self care routines that enrich our lives and health, while establishing life long routine and ideals. The Ministry of Education’s Kei Tua o te Pae, Information and Communication Technology booklet 20 believes that “ICT is about communication and, therefore about relationships, Assessment is sited in responsive and reciprocal relationships” (p. 3).

This programme empowers each child to take control of their own personal cares, adding to washing their face, blowing their nose and washing their hands. This supports all ideals of Te Whāriki’s but in particular the well being strand goal one where “children experience an environment where their health is promoted” (Ministry of Education, 1996, p. 46).

As this has become a new part of our daily routine the children extend on their individual skills, while socially interacting with their peers. This stems from Vygotsky’s socio-cultural theory where children learn through social interactions. I feel it is a very relevant way that children learn, and takes into account the importance of culture. This is a very important theme to New Zealand and our curriculum, as it is the first bi-lingual document, recognising and celebrating culture and diversity.  

Reference List:

Ministry of Education Welcome to early childhood education ECE Lead homepage. (n.d). http://www.lead.ece.govt.nz/LeadHome/ManagementInformation/ICTInfrastructure/PurchasingICTAGuideForECEServices.aspx

Ministry of Education, (2009). Kei Tua o te Pae. Information and Communication Technology (ICT) Te Hangarau Pārongo me te Whakawhitiwhiti, booklet 20. Wellington, New Zealand: Learning Media.

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

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

Turning bags into Kites on a windy day

It was a really windy day and BT, whose latest interest is making and flying paper airplanes, was having no success getting his planes to fly. The wind was so strong that it simply knocked the plane out of the air throwing it to the ground. I said “BT the wind is too strong for your plane to the fly today” BT looked up in to the sky and wind and repeated “wind to strong”. I had a handful of tissues and put them into the plastic shopping bag that I was using as a rubbish bin. The wind picked up the bag and blew it around spilling tissues nearly blowing away as I grabbed it. BT smiled and said to me “Aunty the bag is flying” I laughed and said “Yeah it is BT”. I said “BT we could make a kite out of a bag and fly them in the wind, Shall we try?” BT eagerly responded with a “Yeah” and came with me to get scissors, wool and plastic bags. Is this technology? Smorti (1999) suggests that “technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (p. 5).

I took a shopping bag and tied a long piece of wool around both handles, after knotting it several times I repeated the process on another bag. I handed BT one kite and took the other kite then said “Come on BT lets fly our kites in the wind”. BT quickly joined me, watching me move the bag-kite around to catch the wind. Once the kite caught in the wind I let the string go so that it flew higher. BT thought this was great and in no time was flying his kite. While we worked away doing this other children were watching and quickly I had LGC come over and ask “Can I fly a kite too Aunty?” I gave LGC my kite but quickly had several more children asking for a kite. After getting more bags I sat down and began tying up more kites so everyone had one. Even as the wind began to settle down in the afternoon the children moved around the garden trying to catch the wind to fly their kite.

The children individually played with their kite while interacting and talking to one another within the group. This links to Vygotsky’s socio-cultural theory where children develop cognitively mainly through social interactions and the influence of their culture (Santrock, 2008).

Our early childhood curriculum, Te Whāriki “emphasises the critical role of socially and culturally mediated learning and of reciprocal and responsive relationships for children with people, places, and things” (Ministry of Education, 1996, p. 9). The curriculum or framework “is the sum total of the experiences, activities, and events, whether direct or indirect, which occur within an environment designed to foster learning and development” (Ministry of Education, 1996, p.99).

This activity kept the children engaged for the rest of the afternoon and outside interacting in weather that can restrict their movements. In reflection I realised that when it is really windy the children’s play can be restricted first by the weather and the effects it has on resources like blowing away paper and felts. A secondary affect is the teachers not liking the wind and not wanting to be outside which in turn, has an affect, on the play space for the children. All of the children involved had a lot of fun and learnt different ways to maneuver their kite around and catch the wind gusts.

It took the new knowledge I have about technology while reflecting on this experience to realise that this is children interacting with technology hands on. It was a highly successful activity that came about from the wind nearly blowing away the rubbish bag. It must have made an impact because the children have revisited their kites several times since, and have a spot in the daycare where they keep them for the next time. Professor Carol Seefeldt is a human development teacher with many years of experience, and she is “an advocate of using real experiences to make social studies come alive for children. Seefeldt urged early childhood education students to take advantage of the learning opportunities that come up each and every day in children’s lives” (Friedman, 2005, p. 1).

What happened for the children?

Besides having fun in their space each child was building on their knowledge base in regards to the weather for example movement in the wind. Building on knowledge that when it rains we can’t play outside, when it’s windy our paper air planes don’t fly and when it’s sunny we have to wear our hats or potae. This touches on several desired Te Whāriki development outcomes like children developing “working theories about the living world and knowledge of how to care for it” & “a relationship with the natural environment and knowledge of their own place in the environment” (Ministry of Education, 1996, p 90). An outcome that links to the technology essential learning areas is “using many materials for different purposes enables children to recognise that different technologies may be used in various places and settings” (Ministry of Education, 1996, p. 95).

The whole time that the children were interacting with their kites they were continually moving, refining small and large muscles, co-ordination and spatial awareness. A learning outcome that supports Te Whāriki ideals are children who acquire “a perception of themselves as “explorers” – competent, confident learners who ask questions and make discoveries” (Ministry of Education, 1996, p. 88).

As teachers we strive for each child to develop and grow holistically, so we cater to all their needs, physical, cognitive, emotional and spiritual. While engaging a child in a fun physical activity where their emotional safety is met we are striving to provide this. Through verbal and non verbal communication the children showed their physical joy and interacted with one another building and refining their language and social skills.  

Reference List:

Friedman,S. (2005). Social studies in action. Young Children on the Web, November 2001, 1-9.

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

Santrock, J. (2008). Life Span development: 11^th Edition. N.Y: McGraw-Hill

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

The next day, the children were still talking about their kites, and asked if they could play with them again, which we did. The children started flying their kites straight away when I asked if anyone wanted to decorate their kite. This got a little attention but it wasn’t until we were stapling coloured streamers and ribbons to the kites that everyone wanted to decorate their kite too. Each child had a turn to decorate their kite as they wanted with the coloured streamers they wanted. Again it was a lot of fun and before we knew it, it was time to clean up for lunch.  

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

                                                                                                                                  

Technology in the sandpit!

I have noticed just how popular the sandpit is, and how many children spent time there over the day.

What is happening in the pictures below?

On first glance it is simply some children playing in a sandpit but this has nothing to do with technology     right?

Wrong, technology is not just about plugging things into a wall socket, but creations and inventions to make our lives better or fuller. Our children are growing up in an ever changing and evolving world "a world that people have created and changed through technology" (Smorti, 1999, p. 5). 

If the concept of a safe and clean space filled with sand specifically for children to play and experiment, is not part of technology, then every resource they are using is. The resources are made of plastic or metal, there are spades, scoops, funnels, buckets and bowls, spoons, plates and rakes. There is a plastic kitchen unit, cookie cutters, watering cans, trucks and a car track and with these resources the children are interacting with technology tools.

From this while they interact and have fun they are refining their manipulation of equipment like spades and buckets, while they are making sense of their actions within their surroundings. For example digging in the sand will make a hole, if the sand is dry it may slide back in to the hole, wet sand is heavier than dry sand and can be molded or shaped, and they are different in texture and feel. There are opportunities for grasping and refining spatial awareness and chances to build upon social skills and friendships. These simple interactions build understanding about the working world, supporting Te Whāriki’s exploration strand goal 4 where “Children experience an environment where they develop working theories for making sense of the natural, social, physical, and material worlds” (Ministry of Education, 1996, p. 90).

It builds an understanding that with every action there is a cause and an effect or outcome, a working order. Mindes (2006) suggests "all children must build upon prior knowledge" (p. 141). Child OL in the green turtle outfit spent a lot of his time scooping sand into different vessels. He sat interacting with his hands, his tools and feet while he dug and loaded his containers and buckets filling them and emptying them again. OL moved around one area within the sandpit which made it look from the outside that he was busy in the process of doing something.  

Mean while OL’s brother TL, in the green t-shirt, spent most of his time moving around while he interacted with the sand, rather than actual sandpit resources. TL used only the yellow spade and would jab it into a spot of sand then remove it to see what had happened. Depending on the way that TL pushed the sand into the ground depended on the effect and the hole that it made. This seemed to engage TL and make him think while he carried the spade around and continued his routine moving around the entire sandpit space.   

                                                                                             

            

Children do the things that they see and hear, and this is supported through the many faucets of role playing that children do. Through this role play children act out different scenarios trying out different roles while developing understanding to how their world works. The actions and movements that OL is doing look like someone preparing a meal or a chef in the kitchen, measuring out ingredients and putting them into various cooking utensils. It is just another environment for him to explore and interact in but until I actually reflected on this I had not recognised it. While OL experiments in his space he is touching on math and science concepts while he gains understanding and knowledge to the cause of his actions and the affects that they have on the space. OL is also gaining knowledge about how sand can be manipulated, how it feels and moves and that he is capable and able.

TL’s approach was completely different he was not creating anything he simply was slicing through and displacing sand from different areas and looking at what effect this had. When TL jabbed the spade in deep, on an angle it removed a huge chuck of sand, however when TL simply pushed the spade in and out of the sand it left a small crevasse with minimal damage.

It took me reflecting on what OL and TL were doing within their seemingly simple play to see what a valuable learning space they were in, where interaction with technological tools extend their ideas.

What are the children getting from this and how does it connect to technology?

Children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 98). With guidance and support in the use of these tools we are able to provide content rich and relative information and interactions. 

Each child is learning in their own individual way and there will be many mutli-layered rewards that come in knowledge, understanding and reasoning, all aspirations of Te Whāriki's  exploration strand, like "Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised" (Ministry of Education, 1996, p. 84).

Technology has given us many tools that we can stimulate and engage children’s interest in while they are gaining understanding and learning. This supports Te Whāriki’s exploration essential learning areas in technology where “

Ministry of Education’s (2009), Kei Tua o te Pae booklet number 20 links directly to Te Whāriki’s aspirations for the child and technology in early childhood. It states “the thoughtful and meaningful use of ICT in early childhood education services can support children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in the sense of belonging and in the knowledge that they make a valued contribution to society” (p. 2).    

I agree with Smorti's (1999) conclusion where she describes the impact of reflecting on technology in her practice and the outcome.

            I have been excited and challenged by technology as an early childhood curriculum area. It has refocused my thinking and practice. As a learner, my ideas about technology are still developing, and I expect they will change as I continue to research and reflect on what is happening for educators and children as we explore technology in the early childhood curriculum (p. 9).



Reference List

Mindes, G. (2006). Social studies in kindergarten. In D. Gullo (Ed.), K today: Teaching and learning in the kindergarten year (Chpt. 10, pp.107115). Washington, DC: National Association for the Education of Young Children. 

Ministry of Education, (2009). Kei Tua o te Pae. Assessment for Learning: Early Childhood Exemplars.      Information and Communication (ICT) Te Hangarau Pārongo me te Whakawhitiwhiti. Wellington: New Zealand: Learning Media.

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

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

Professional Pre-schoolers 'How can I help you?'

Predominantly I have worked with toddlers over the last two years. I have noticed how in all the differing kind of play that the children engage in, they will use blocks and leggo as a phone that they carry around and use to talk to others. Before even introducing replica plastic toy phones that have buttons and lights, children instinctively know what they are and how to use them.

In reflection it is a common act to see someone in everyday life, holding, talking or texting on their phone. In all likelihood children have grown up watching their families use cell phones and landlines as an everyday tool. Through exposure to these technologic tools children seem almost hard wired to it, taking it in without even trying.
With the pace in which technology grows the children will likely become supports to our learning. This idea draws from the Maori concept of tuakana-teina relationship . That two or more people regardless of age, gender or race can come together and share their knowledge with each other. There is an under lining belief that everyone has special knowledge and skills and through social interaction we share this knowledge. These principals are foundations to Vygotsky's socio-cultural theory that focuses on social interactions, culture and language. 

To extend upon the representation of a phone, I began placing out the technology resources, things like keyboards, telephones, cell-phones, cameras and a dicta-phone. I was quite amazed by how many of the children explored and interacted in this area. I was also quite surprised by how savvy they were in each items use, for example tapping away on the keyboard, talking on the telephone or cell-phone or taking photos. This is something they know and know how to use, that it has a purpose and what you do with it.

One young lady Miss AM took a notepad and pencil and sat down at a keyboard and phone and set about working.

AM worked individually, and confidently, knowing exactly what she was doing, working. When AM was on the phone she tilted her head to the left so that she could cradle the phone against her shoulder while she made notes. Later when her call was over AM did some typing and making notes before answering another call. AM did not seem to just go through the motions but seemed to be actively taking a phone call, using the computer and taking notes.

AM spent most of her morning at this activity and looked quite the part, she was focused and looked like a confident professional. Later when I showed the story to her mother she shared with me that her role is in customer service and AM has spent time there with her and seen her at work. Mum also shared that AM has been exposed and using these technologies at home. This supports Te Whāriki ideals such as environments where “Children learn through responsive and reciprocal relationships with people, places, and things” (Ministry of Education, 1996, p. 43).

AM displayed, through her role play that she understood the concept’s of working, and talking on the phone. AM’s actions showed off her highly refined manipulation of her small motor or fine muscles where “the achievements within this area are not isolated skills; they are organised and combine themselves in an increasingly refined manner” (Gonzalez-Mena & Widmeyer-Eyer, 2007, p. 139). As with all development it something that progresses over time through stages, constantly increasing and improving. These resources provide opportunities for AM to continue to improve her skills, physically, emotionally and cognitively in our technological world.

This reinforces just how much children learn and take in when watching those in their environment. I would have been in my teens before I even used the phone consistently let alone learn the cradle the phone to your ear with your shoulder trick.  This supports Bandura’s behavioural and social cognitive theory where children learn from what they see, which is influenced by behaviour and environment (Santrock, 2008).

AM has transitioned to daycare where there are opportunities for her to extend her learning and understanding further. For example we have two computers set up for the children with different games that introduce and work upon themes such as colour, shapes, literacy and math concepts, while also providing computer literacy skills.

This supports Te Whāriki’s link “to essential learning areas in Technology, where children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 98).

Reference list:

 

Gonzalez-Mena, J., & Widmeyer-Eyer, D. (2001). Infants Toddlers and Caregivers: a curriculum of respectful responsive care and education. New York, McGraw-Hill.

Ministry of Education. (1996). Te Whāriki. He whāriki mātauranga mō

          ngā mokopuna o Aōtearoa.  Wellington, New Zealand:

Learning Media Limited.

Santrock, J. (2008). Life Span development: 11^th Edition. N.Y: McGraw-Hill.