Entry 3

22/8/15
The advancement in technology is a global phenomenon. Giant corporations like Samsung and Apple compete to create new technology that is bigger, faster and better than its predecessor. Technology has developed to the point that we are now reliant on it for nearly facet of modern life. “ICT can be defined as electronic or digital equipment that allows information to be gathered or communication to take place” (Bolstad, 2004). We are now living in a world where the younger generations are growing up in a society dominated by electrical and digital devices. For example mobile phones that were once used for phone calls and texts are now fully operational computers.  Children’s lives are now heavily influenced by cell phones, computers and the culture that surrounds them. “ICT is acknowledged as being a significant part of many people’s lives, and for many young children it forms the backdrop to their lives” (Plowman, McPake & Stephen, 2008).  

It is important for children to embrace this new technology as it provides valuable learning opportunities. As technology advances, the learning tools it provides are becoming progressively more interactive and intellectually stimulating. In particular on line educational games, apps and research sites are now all considered a normal aspect of both formal learning and recreational activities. This is acknowledged by the Ministry of Education who state “ICT is recognised as having a number of purposes, which include supporting exploration, documentation, and enabling critical questioning and inquiry by children” (Ministry of Education, 2007).

ICT is becoming increasingly incorporated into schools curriculums and digital resources are now compulsory items of stationery for students. I personally witnessed this through my secondary school years. My primary source of research switched from books to internet searches. I have also been part of the social media revolution which now has a massive influence on children.

In an early childhood setting some centres place a greater importance on ICT than others. This depends on the philosophy of the centre.  Some teachers may feel like it takes the element of ‘being a child’ away and that they will no longer play outside or with each other as they are engrossed in their technology, although in reality, “A well designed computer centre can promote almost as much social interaction as dramatic play and for some children it offers a unique medium that taps their ability to creatively collaborate with peers” (Armstrong & Casement, 2001).

 Technology can be used to develop children’s knowledge and skills and as long as the software programs are developmentally appropriate for children, there is no real threat that technology will take the place of classic classroom teaching methods and materials.  In saying that “Young children (from birth to school age) are the fastest growth area in the youth ICT market globally” (Morgan & Siraj- Blatchford, 2010).  From a young age ipads and tablets are complimenting and sometimes replacing books and pencils. With this comes the risk that writing standards may be compromised with less time spent on writing skills.

Although technology can be an extremely beneficial learning device, it should not be used as a babysitting tool or substitute for quality time between a child and their parent or caregiver.  It can provide educators with efficient and effective ways to manage and monitor instructions and provides children with a different opportunity to engage in a different form of play. In my centre we are increasing the children are becoming more technology aware and from a younger age. Many have access to devices at home and are competent at playing educational games so they bring these skills to the centre, so for teachers to use technology correctly with children in early childhood it is important that teachers have a sound knowledge of technology themselves before trying to educate others. Centre’s “...need to provide educators with the skills necessary to integrate computers effectively in their teaching practise” (Piannfetti, 2001).

  

References

Armstrong, A., & Casement, C. (2001). The child and the machine. Melbourne: Scribe.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings (6th ed.). South Melbourne, Australia: CENGAGE Learning.  

Berk, L (2010). Development Through the Lifespan: International  Edition  (5^th ed.). Boston,Ma:  Pearson Education

Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today teaching and learning  in the kindergarten year (pp.107-115). Washington, DC: National Association for the Education of Young Children. 

Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: New Zealand Council of Educational Research.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall. 
   

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. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media. 

Morgan, A., & Siraj- Blatchford, J. (2010). Using ICT in the early years. Albert Park, VIC: Teaching Solutions.

Piannfetti, E. (2001). Teachers and technology: Digital literacy through professional development. Language Arts, 78(3). 255-62.

Stephen, C. & Plowman, L. (2013). Digital technologies, play, and learning. Early Childhood Folio, 17(2), 3-8. 

Terreni, L., & McCallum, J. (2003). Considering culture. Retrieved from  http://www.educate.ece.govt.nz/~/media/Educate/Files/oldECE/consideringculture1.pdf

Entry 2

The social sciences involve children making a connection between their world and the wider world that surrounds them. “The social sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand” (Ministry of Education, 2007). Children explore the learning area of social sciences through deepening their understanding of their identity and culture, finding their place in the world and the environment they belong in, the continuity and change of what happens not only in their society but in the wider world and lastly the economic world and the impact that has on our lives.

Children’s identity, theirs and other cultures and organisations of people that make up their community all play an important role in the learning of social sciences within an early childhood context. In understanding social sciences, children discover the way society and cultures function together, the different identities, the range of diverse cultures in communities and the effects of these people participating in organisations. “Children experience the stories and symbols of their own and other cultures, developing awareness of the richness of communication” (Ministry of Education, 1996, p. 97). Children learn to acknowledge their own identity and learn about the culture they identify with.

In early childhood we can support this learning by teaching children to be culturally aware and respectful, teaching them that everyone has their own culture they identify with and the way they choose to live may differ from how the children live. To give children an insight into these we can celebrate cultural events such as Diwali and Chinese New Year in our own centre. “To be culturally responsive, teachers must reflect on personal cultural backgrounds and values, learn about cultures different from their own” (Mindes, 2006). As teachers we need to take a genuine interest in children’s backgrounds and cultures and incorporate this into our teaching.  We can then help children appreciate, understand and respect other cultures.

Social studies learning starts in early childhood education and continues through school. Children develop confidence in working with others to explore the environment and make sense of the social   of ‘place and environment’ as children are finding their place in society and the environment that surrounds them. An important aspect of being involved in early childhood education is allowing children to feel a sense of belonging, both in the centre and in society. By learning about the social sciences children will learn to understand the way people “Perceive, interact, represent and interpret places and the environment” and “relationships that exist between people and the environment” (Ministry of Education, 2007).

In social sciences places and environments are important for children to learn about the relationship between the environment and the places they live. We can support this learning in early childhood through taking children on walks to surrounding areas that have significant meaning to the area, for example we have taken our children to the Auckland Domain.  The children became involved in the community and with the people who make up the society that surrounds them.

Social sciences teach children about continuity and change. “Children will learn about  past events and experiences, actions and the changing ways in which these have been interpreted over time and to imagine possible futures” (Ministry of Education, 2007). Children need to learn about significant historic events. These events have shaped our country and the way we are living today. The Treaty of Waitangi is a good example of this.  Aspects of the treaty are incorporated in our everyday life through laws, health, employment and race relations. Children need to learn the journey that the Treaty has taken to get where we are today and its significance with New Zealand heritage.

The museum provides a learning journey for children where they are able to learn about the history of New Zealand and the significant events that have shaped their society and environment. To create an interactive learning experience we can make our own treaty in the centre where all children are involved, creating a sense of unity and belonging. Teachers can relate this to the Treaty of Waitangi to put this into perspective for the children.

When learning about the economic world children will learn “Ways people participate in economic activities, consumption, production and distribution of goods and services, develop of understanding of own role in the economy” (Ministry of Education, 2007). Giving children the opportunity to gain an understanding of the concept of money, we can teach children about the importance of saving money and spending in control. In centres we can use resources like playing shops with cash registers and play money to help children understand basic economics.