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.