Wednesday, August 29, 2012

Final Refelction


Overall after reading the comments and feedback I got from my group were really good I loved the way they all added little links down the bottom to look at or read. I took my time to read or view each link and took it all into consideration when I work with children at all time now not just with technology.

Each one of the members within my group made valid points and I feel that I have learned from each comment made, a few of the comments that stood out to me were “following children’s interests and allowing to do the process by themselves” this comment relates to the children using the computer, after reading the comments made we still use the same process with the children and the computers as they still enjoy using the computer by themselves, the only thing is that we don’t allow the children to have the DVDs as these are expensive and so we will support them. Another comment that relates to the computers is “teaching children to be safe on computers” this relates to having passwords and teaching children to be safe on the internet. This is always important to have knowledge on even as an adult so we need to start teaching children from a young age. A lot of the members from my group suggested using YouTube with the children and I think this is a great idea, I have thought of this before but it makes it hard when our computer in our room and doesn’t have internet and we do have three computers in the noncontact room which has the internet but these are busy and if not busy there is not a lot of room in there for a few children. This could be something we look at as a team to work on getting the internet on our computer. I thought the comment “ give specific examples” was good as it made me think about how I could have added examples of each experience but then I thought about how it was meant to be more of a blog and not a learning stories so I didn’t want to have too much about the actually experience, with technology.  It was a nice comment made about my philosophy and was nice to find out that some of the others felt that same about allowing children to make their own decisions about their own learning and being able to take control of what they want to learn or do.
One of the comments made about using the radio with the children were really good and I enjoyed reading how much this experience was enjoyed and that they liked how I allowed the children to be able to explore the radio and chose their own CDs. Some comments were made about bring CDs from home; the children would bring CDs from home or their own culture that they could dance to. As we have a wide range of cultures within our teaching team we already have some from their culture but would be nice to have even more CDs.

I have really enjoyed this blog experience as it has been great to read about other people’s experience with technology in their centres as everyone has different opinions or see things in a different ways. It was nice to get feedback from not only lectures about my work and nice to hear that others have thought about what I have said and used it for their own work with children. 

Friday, August 10, 2012

Hyperlinks

Hyperlinks
Ngaire:
http://ngairebubblebubble.blogspot.co.nz/2012/08/digital-laptop.html#comment-form
http://ngairebubblebubble.blogspot.co.nz/2012/08/looking-through-lens.html#comment-form
http://ngairebubblebubble.blogspot.co.nz/2012/08/non-digital-technology.html?showComment=1345020098447#c6681331958997493050

Hayley:
http://hayleyoinkoink.blogspot.co.nz/2012/08/non-digital-making-playdough.html#comment-form
http://hayleyoinkoink.blogspot.co.nz/2012/08/scanner.html#comment-form
http://hayleyoinkoink.blogspot.co.nz/2012/08/laptops_10.html?showComment=1344649187199#c683521799383710512
Sam:
http://samcrunchcrunch.blogspot.co.nz/2012/08/writing-and-drawing-resources-in-ece-te.html
http://samcrunchcrunch.blogspot.co.nz/2012/08/the-digital-camera.html#comment-form
http://samcrunchcrunch.blogspot.co.nz/2012/08/the-ipad-in-ece.html#comment-form
Maree:
http://groupblogmit.blogspot.co.nz/2012/08/digital-camera.html?showComment=1345018332367#c9098541886078168497
http://groupblogmit.blogspot.co.nz/2012/08/non-digital-puzzle-activites.html#comment-form
http://groupblogmit.blogspot.co.nz/2012/08/a-computer-is-electronicand-digital.html#comment-form

Using Scissors





                                                         Using Scissors



The non digital experience I have chosen to look at is using scissors, this is because the children have had a strong interest in cutting things out, they love to cut paper with nothing on and cut out what ever shape they like but they also enjoy finding pictures from magazines to cut out. Because of the children enjoying using the scissors I thought it would be a good idea to ask the children if they wanted to pick some photos off the computer of themselves and their friends to cut out and they could keep them or make a picture of all the photos they cut out, the children thought this was a great idea so we picked the photos and the children begun their cutting. The smiles on their faces as they cut the different photos out and how they loved to see themselves and their friends. Once the children had finished their pictures they wanted to put them up on the wall so that they could see them every day. This then started a new discussion about how we were going to get the pictures to stay on the wall, the children were all excited about getting to use the gun stapler. There was great team work going on and the children were willing to let me help them out with using the gun stapler as it was very hard to use.



I feel that this whole experience relates to the belonging strand in Te Whāriki as it is our job to make sure they children feel like they belong at the centre and that they know they have a place. By allowing the children to pick their own photos and cut them out and also stick them on the wall only helps more to make them feel welcome. Te Whāriki says “children and their families experience an environment where: they know they have a place”.(MOE, 1996,p54.). This experience with picking their photos and cutting them out and putting them on the wall, doesn’t happen very often but we do allow the children to build on their skills with using scissors, the scissors are always available for the children and there is a wide range of materials to cut out. Again like in both my other reflections we encourage the toddlers to take control of their own learning. This way the other children are able to watch and observe what the others are doing with the scissors and learning of them.


From this experience of the children using the scissors there is a lot of technology that the children are learning about. First thing is that they paper are cutting can be used for a lot of things folding, writing on and cutting. Then the scissors they learn that if used the right way they are able to cut through lots of materials and that the scissors are able to cut shapes that children want, by moving their hands. Then they also use about the gun stapler and how by pushing the top of it you are able to make the staple come out and hold their picture on the wall. As teachers I feel that we forget about how important the small things can be for children, just learning about what scissors do is something very big for a child and it can take them a long time to learn just how to use them the right way. Giving children this opportunity to explore these new found technologies such as paper scissors and gun stapler can help them hugely with their development. 




Reference:
http://amysorrells.files.wordpress.com/2010/08/scissors.jpg

http://lynslines.files.wordpress.com/2012/03/mp900399071.jpg

http://t3.gstatic.com/images?q=tbn:ANd9GcRSgw83DxlR6qJ1lD_AJz1bDHypgwnokIVoHiSWUGxbXdImqgCSA5GFa_nC


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. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

A. Ap, & Talay-Ongan. (2005). Child development and teaching young children. Australia: 
            Cengage Learning.



Sunday, August 5, 2012

Children and the radio


                   Radio

The transmission and reception of electromagnetic waves of radio frequency, esp. those carrying sound messages.


There has been this great interest in the radio and dancing within my centre not only in my toddler room. The children just love to have the radio on and dance around, whether it is grown up music or children’s music, they just love to dance. The children are very interested in music and movement and they love being able to use the radio as they wish and just having the freedom to play with the radio when they want to dance. I believe that this is good as it offer’s the children the chance to take control of their learning, this relates to my philosophy of children being able to control their own learning.


Each day we set the radio up outside and put the Cd's next to the radio and allow the children to pick the songs and what they want to listen to and dance to the music. The girls have such a good rhythm and already have very good dance skills. The boys also love the boy songs and love to break dance. I believe the radio is a good piece of technology as it can be used for a lot of different things such as playing music that can change the children’s mood; it also can be used to help put the children to sleep or to signal the next change in the routine. The children also love to use the radio to work out to, we have a CD that is called hearty fun and is all about getting the children to do active movement, and this is a good time to have great engagement with the children as we are able to work out along with them. The children have also become very aware of what each button does on the radio and love to make the music go loud and quite, this teaches the children about volume.


I believe putting importance on music and movement is good as children need to have this to support their development. It helps to develop children’s gross motor skills and also enhances their balance as they learn their boundaries to what moves they are able to do and what they can’t do so well. Te Whāriki says that “the programme provides many opportunities to participate in regular events, such as a walk or music time”. (MOE, 1991, p61.). This is an important quote to me as I feel that we need to not only plan the programme around the children’s interest but also we plan to have and give the children as many opportunities throughout the day to experience music and movement.



Enjoy and experience music as an expression of mood, situation, and culture; (Te whāriki). I really enjoy using the radio and music to help change the mood of the children for example if the children are full of energy and bouncing off the walls, music can be a good tool to help calm them down and focus them on an activity. At the same time I feel that it is a good chance to let the children pick what song they would like, this is a good chance to talk to them about what music can do and how it can affect or moods.

Reference:
http://www.cobyusa.com/files/hi_res/CXCD248_HR.jpg
http://shelveit.files.wordpress.com/2011/06/children-dancing.jpg
http://www.tinytoes.co.uk/wp-content/uploads/2011/11/music.jpg

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. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

A. Ap, & Talay-Ongan. (2005). Child development and teaching young children. Australia: 
            Cengage Learning.



Computers With Children







                  Computers

What is a computer, a computer is a programmable machine. The two principal characteristics of a computer are:
It responds to a specific set of instructions in a well-defined manner.
It can execute a pre-recorded list of instructions (a program).

At the moment we have had a computer in our room that has been available for the children to use as they wish. Since the weather has been bad we have been using the computer for watching movies such a Dora and Thomas the tank engine, we have found that the children have gained a big interest in the computer and being able to watch movies on it. At first we started by doing all the work, we would turn the computer on get the DVD out and then put it in the computer and set it up. Since the children took this strong interest we have started to teach the children what to do to set it up, they are doing so well and are now able to do the whole thing. Te Whāriki states that children learn “the ability to represent their discoveries, using creative and expressive media and the technology associated with them”. (MOE, 1991. p88.). This I feel relates to the children being able to use the technology available to them to show the people around them of their knowledge.

I feel that it is important that we are able to provide children with the experiences to develop their skills when it comes to learning about technology. Children already have a good understanding of technology, but for us to be able to give these children more of an opportunity to learn these skills. Allowing the children to use the computer for multiple things such as looking at photos of themselves or playing educational games or just watching a movie every now and again gives the children the chance to understand what a computer is really capable of and what it can do. This refers back to the definition I have put at the top. I believe that it is also a good chance to talk to the children about being safe on the computer, and this could also involve teaching the children about passwords, which we don’t have on our computers. The New Zealand curriculum (2007) says that having this protocol in place helps children to understand how important their personal password is and how it can affect them and their peers and also their teachers and center.


“The use of technology in early childhood settings enables teachers to easily tailor the curriculum to meet individual child needs” (Clements & Sarama, 2002; Elliott, 2003). Technology can be a good way to help teachers to customize a curriculum or programme to suit each and every child’s learning needs.
Some of the children would always be there ready to help me, and would like to be the teacher and tell their friends what to do. Some of the things I hear the children saying are: “I do it”, “No Staci do it this time”, “It’s my turn, you sit down”, “Open here ae?”, “I want Dora on”.


When the children look at photos of themselves what I hear being said most was “Look it’s............” they just love seeing photos of themselves whether it be on the camera or be computer. 

Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day (New Zealand curriculum).



Reference 
http://cdn.sheknows.com/articles/crave/desktop-computer.jpg
http://farm4.staticflickr.com/3244/3006598291_6f69222c5a_o.jpg

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. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

A. Ap, & Talay-Ongan. (2005). Child development and teaching young children. Australia: Cengage Learning.