I enjoyed receiving the feedback on my entry 5 provocation
from the two students in my group. I believe they understood the direction I
was taking with the provocation of the feather and found my reflection easy to
follow as a reader and fellow students of Early Childhood Education. Both
students provided me with questions to consider regarding the children’s
reactions and outcomes of this learning provocation. Their questions caused me
to think more deeply and analytically about the children’s responses and how to
continue and extend this learning experience further in my centre.
The idea Katleigh offered to try and contact a local bird
watcher prompted another idea which I believe would be extremely beneficial for
the children. By purchasing a pair of binoculars for the children to use to
view the birds and their feather patterns more closely would extend the
provocation to the next level and be an extremely valuable learning experience.
The feedback I received from my peer students and my
lecturer was very positive which indicates they thought this provocation was
successful. I will now continue to encourage and extend children’s interest in
the topic by creating projects on birds for them to be involved in. A
significant aspect of this exercise was that it originated from one child whose
interest in the feather caused her to bring it to the centre and show the
teachers and other children. This
feather caused a fascination with the other children and I was able to initiate
the provocation from this. I am fortunate to work in a small centre where the
whole centre could become involved in this learning experience rather than just
an individual or small group. This was acknowledged in my feedback as being a
positive for the children.
Technology and social sciences have a huge impact on
children’s learning and development in early childhood education. “Information
and communication technology (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” (Archard, 2013). It is vital for children of this generation to have
exposure to different forms of technology as they are growing up in a society
where technology surrounds them and affects many aspects of their daily lives.
As they get older, technology will have a bigger impact on their lives. ICT is thoroughly incorporated in schools and
most workplaces so by being immersed in it now will give children the necessary
skills to understand, appreciate and use technology to their advantage moving
forward. It is vital that teachers are aware of the importance the role
technology plays in children’s lives and develop meaningful and purposeful
interactions and learning experiences accordingly.
Social sciences play a significant role in the learning and
development of children in early childhood settings. It teaches children about
the economic world, identifying and respecting cultures, continuity and change.
“The social sciences learning area is
about how societies work and how people can participate as critical, active,
informed, and responsible citizens.” (New Zealand Curriculum, 2007). Social sciences give children the opportunity
to make sense of the world around them and provide a rationale for their place
in society.
Many objectives of the social sciences curriculum are met on
a daily basis in centres but “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
acknowledge the significance of the social sciences and weave this into our curriculum
and everyday practise in centres.
