Final Reflection

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.