Part 2: Contribution to other student's blogs

http://katleighppte.blogspot.co.nz/2015/09/entry-5.html



http://peopleplacesthingsandevents-jess.blogspot.co.nz/

Entry 5

3/9/15

A 3 year old girl who attends my centre bought in a large bird’s feather to show all her friends. It was long, firm and had an interesting spotted pattern on it. When I asked her where she collected her feather from, she was unsure and unable to answer the question. The children were fascinated by this feather and wanted to hold it, stroke it and ask the girl who brought it in plenty of questions about it.

The interest the children showed in this feather was astounding. I decided as a centre, we would solve the mystery of which bird this feather belongs to. I gathered all the bird resources we had, this included both fiction and non-fiction books about birds, soft toys and the iPad. In doing this I was facilitating the children’s learning giving them what they required to learn and reach a successful outcome. “Faciliatating is a process of making children’s learning easier” (MacNaughton & Williams, 2009). I asked the children to bring in any books about birds they had at home and also told them to keep an eye out for more feathers that we could add to our collection. The collaboration between children, teachers and their families to find as much information on birds as we could provides the children with a sense of unity and teamwork which spread throughout the centre. “Children experience an environment where they encouraged to learn with and alongside others” (Ministry of Education, 1996, p. 70). They took responsibility for their own learning and used their curiosity as motivation to find out where this feather had come from.

The children decided they wanted to use the iPad as their first from of research. They used Google to search for images of ‘New Zealand birds’ but only found pictures of indigenous birds such as kakapo, Tui and Kiwi. After having no luck in identifying the origin of the feather they started to become frustrated so I got out a book we had in our centre library on birds and sat down with them. We looked at each page, reading about all the different kinds of birds while we had our feather hung up on the wall next to us so the children could refer to it as they looked for the right bird. I felt that I was involved in this learning process and the children recognised that I was there to support and encourage them when their lack of success caused their enthusiasm to wane, “Educators support children’s learning by being available to give assistance when needed and providing physical and verbal support” (Arthur, Beecher, Death, Dockett & Farmer, 2011, p. 392).

After nearly looking through the entire book we finally found the mystery bird. It was a Pheasant bird. The children were so excited and pleased they had finally solved their problem and now they could go back to enjoying and appreciating the size and texture of this feather. This provocation helped the children develop confidence in working with others to explore the environment and make sense of their social ‘place and environment.’ The investigation provided an opportunity for the children collaborate for a common cause allowing children to feel a sense of belonging within the centre. 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. 

Entry 4

2/09/15

At my centre we only have a limited range of digital devices, we currently have an iPad, a TV and a CD player for approximately 30 children. Even with this small amount of technology, these items are not used every day. One day a 4 year old girl came into the centre asking us to play a song called the ‘Nay nay”, we told her that we didn’t have that song or the CD. The next day she came in with a CD she had brought from home with the “Nay Nay “song on it. I told her to go and put the CD on in our player. She pressed the power button, then pressed the button to open the CD compartment, put the CD in, making sure it was flat and in the right place and then turned it on successfully.

 Once the song started she began dancing to the music. I noticed two other children trying to copy her and were singing along to the song as well.  As her dance moves looked choreographed, I asked her where she had learnt to dance like this. She replied “I just know them”, I assumed she had learnt from her cousins or family members but when I queried this with her parents they said that she watches a lot of YouTube with her cousin, and she probably had learnt it from there.

Following her interest in this song and the dance that goes with it, I decided to expand on this for her and the two other children that were interested in the song and copying her dance moves. I decided to incorporate another aspect of digital technology, so I used the teacher’s iPad to log onto YouTube. With the three children involved, we searched for the song and found many different videos of various people dancing to this song. We discovered one particular video clip of a lady and her daughter dancing and we watched it together. The girl who brought the CD in then informed us that this was the clip that she had learnt the dance from. I held the iPad up for the children to see and asked the children to turn the song on for us to hear while they tried to copy the dance moves.

This child had used her knowledge of ICT to take ownership of her problem of the centre not having the song she wanted, so she came up with her own solution. She demonstrated a high level of thinking and took responsibility for her own learning, thus showing her independence. Through technology children gain “Growing experience in solving problems develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). She has used her prior knowledge and problem solving skills to solve her dilemma and help others become involved in the process.

She was confident in being able to apply her technological skills i.e putting the CD on herself and being able to search YouTube on the iPad without any form of assistance. “ICT can afford many different opportunities for teaching and learning and can therefore suit individual children and their ways of being as learners” (Hatherly, 2009). This young girl is extremely capable of using ICT and digital technology. This is because she is regularly exposed to a variety of technology types at home and her parents allow her the freedom to explore these devices. Without this access to technology at home and the freedom to explore, she would not have been as competent as her exposure to technology in the centre is restricted by our lack of digital resources.

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. 

Task 1: Entry 1

People, places, things and events all have a significant impact on children’s behaviour, developmental stages, attitudes and lives. These experiences provide both positive and negative influences on children’s lives and can either help children flourish in their centre environment or be detrimental based on the degree these outside influences are impacting their life. As early childhood teachers it is our responsibility to ensure we understand the people, places, things and events in children’s lives that have shaped them into who they are today.

The people that children are surrounded by have a significant influence on their lives and are the role models for the child to learn from and grow with. They shape children’s beliefs, perspectives and behaviour. This is supported by Vygotsky's socio-cultural theory which emphasises the fact that children learn in a social context and explains the significance of people, places, things and events in children's lives (Berk, 2010). According to Bronfenbrenner ‘s Bio- Ecoogical System (1979) the people closest to the child are family, siblings, peers and caregivers. This close knit group of people is in the child’s microsystem which is deemed to be the most influential level of the Bio- Ecological theory. As teachers we are included in this microsystem as we have created relationships with the children. 

The place where children are born or raised can be important aspect of their development in an early childhood setting. Many cultures including Maori celebrate their heritage and are strong believers in whanau and whakapapa.  These hold a strong significance in their beliefs and values and as an early childhood educator it is important to understand a child’s background and embrace their culture. Multiculturism is a major aspect of a modern childcare centre and the diversity of all cultures should be respected to ensure children of those cultures feel a sense of belonging and place.  “Statistics from the Ministry of Education show that the percentages of children attending early childhood services from different ethnic backgrounds have increased over the past 10 years” (Terreni & McCallum, 2003).  Children from strong cultural backgrounds are influenced by the community they have come from and the society in which their predecessors have established for them and future generations.

With the advancement of modern technology it now plays a huge part in our everyday lives and children are exposed to many forms on a daily basis. With this advancement there is more and more pressure on children to become ‘tech savvy’. Computer games and activities provide a major source of learning opportunities. “Studies suggest that ICT use can provide a context for collaboration, co-operation, and positive learning experiences between children, or between children and adults” (Ministry of Education, 2007). All centres carry different values and beliefs surrounding the idea of children and the use of technology, although not all children are as immersed in day to day technology as others.  At my centre our ICT capacity is restricted by budget so the children have limited access and exposure to devices.  As a result the children are reliant on the accessibility of technology at home to gain the proven developmental benefits and ICT skills necessary moving forward in the modern world.

Major events in children’s lives for example wars or natural disasters can play a huge part in the way they live their lives and for future years. Children who are exposed to these events and lived through them may require help as their mental, emotional and physical health could be disturbed. Children cope in their own individual ways and it’s important to be there to support them through these times in their lives. For example if a child was involved in the Christchurch earthquake they may not feel safe or comfortable with anyone but their parents, this may cause anxiety and stress for them. Natural disasters can have long term effects on the child. As teachers we need to understand this and be proactive in assisting any child affected this way overcome fears and trepidations to prevent lasting emotional or developmental damage.