Reflection 2
Magnifying Glass
All the children were playing
outdoors. Child M came to me and He said
that look at this teacher I found a caterpillar in the garden. Child C run to
the science corner and brought a magnifying glass.
She started to see the caterpillar
through the magnifying glass. All the children were very excited and they all
wanted to see the caterpillar through the magnifying glass. They start asking
me so many questions such as how the bug looks bigger through this glass, and
how the bug’s colour looks different and shiny. Through technology, children
develop their understanding how and why things work (Ministry of Education,
2007).
She called other friends to see the
bug through the magnifying glass. They had only one magnifying glass so they
learnt taking turn.
Then the children drew the bug
picture. They used non-digital technology such as papers, pencils, colours. I
introduce them non-digital technology because I was grown up in non-digital
technology. I had faced some challenges to explain the digital technology to the
children.
Te Whāriki states, “Children learn strategies for active investigation,
thinking and reasoning (Ministry of Education, 1996, p88). Then I have thought,
it would be the good time to extend their knowledge about the technology. Then
we turned the computer on and showed them how they can use the mouse of the
computer. Children have gained their knowledge about the life circle of the
caterpillar to butterfly through the computer. Children also learnt how to turn
on and turn off the computer.
The use of
computers in the classroom gives students this interaction. They are actively
engaged in their learning because they are controlling it. They must do actions
to move on to the next thing and can manipulate what it is they are learning in
their own unique way. The use of technology also provides a good interactive
experience between teacher and children.
A child who is four years old he
explained to the children what bugs eat and how they grow. I was surprised to
see that how confidently he explained to the children. I asked him how you know
that, he replied me that my dad has shown me on the computer about the life
circle of the caterpillar on the butterfly. In the European Kid Smart, research
shows the majority of parents were support the introduction of computers at
home and home learning environment did their children (Iram and
Siraj-Blatchford, 2004a).
Te Whāriki
states, “Children use a
variety of technologies for all the different purposes as they explore their
world” (Ministry of Education, 1996). Wilson (1997) mentions that nature
provides opportunities for children to grow in all areas to their development.
These days technology plays very
important part in children’s life and it is very vast these days, but I have
not seen that before a four years child can use magnifying glass and explain
perfectly. Te whariki stats that in order to participate in this to participate in the world, our children
will need to confidence to develop their own perspectives as well as the capacity
to continue acquiring new knowledge and skills( Ministry of education,
1996).
As an early childhood, I must need to
aware of the technology. I need to set up the environment where the children
can use technology for their needs and interests. National policy strategies
for the use of ICT in education should provide strong ICT component that is
well embedded in to educational goals and strategies for early childhood
education (IBM, 2003).
I encourage to the children ask
open-ended questions for children’s understanding about the technology.
References
Images: Retieved
18/03/12 fromGoogle image www.google.co.nz
Iram and
Siraj-blatchford,J. (2006). Guide to
developing the ICT curriculum for early childhood education. Great Britain:
Cromwell Press Ltd.
Ministry of
Education. (1996). Te whāriki: He whāriki
mātauranga ngā mokopuna Aotearoa: Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum. Wellington,
New Zealand: Learning Media.
Wardle, Francis. "The Role of Technology in
Early Childhoods Programs." N.p.,
2008. Web. 24 Nov. 2010. <http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302>.
Hi Karamjit
ReplyDeleteI love how you followed through with the children's learning in this activity. You provided them with such empowering resources to discover and experiment their world. Science is a wonderful way for children to find out how it works, like the 'catterpillar's life cycle'. A learning of this nature will never be forgotten. By using those open-ended questions made the dig deep into their understanding and use their imagination to answer their own questions. You also gave one of the children the opportunity to explain his findings to his peers. I believe this strategy has given him that ownership and confidence we need to allow children. He was also able to answer the questions you asked him about where he obtained this knowledge.I am sure that you as a educator, you will be pleased with yourself for allowing them to explore their world with their own lenses. I look forward to reading your next reflection.
Kapai
Karamjit, it was good to read your reflection. You are providing for children’s interest and giving them opportunities to explore through many different types of technologies including digital and non digital technology. It was great that you provided children with resources that they can use to learn and experience the natural world around them. The life cycle of a caterpillar is always one thing that children are interested to know and they also enjoy it, they will want to know how caterpillars turn into a butterfly. It was good to see that you let the child use the computer and explain to other children about bugs. By doing this experience the child must have felt confident and it was awesome that he shared his knowledge with his friends. It is good that you as an educator used open ended questions to extend children’s thinking and knowledge about technology as well the experiment the children were having about the caterpillar. Overall it is a good reflection on your journey. Ka pai
ReplyDeleteKaramjit, it was nice to read through your reflection on children using non digital technology and digital technology in your early childhood setting. You have describes a scenario on children using magnifying glass and then drawing as well. I could see that you have faced some challenges as well, and you have reflected back at it, most educators use this to improve their practice. I liked the part where you allowed children to just explore through the different technologies. I was just wondering, did you use all the technologies at once? You as an educator allowed children to learn about the life cycle of a caterpillar to extend children’s interest. I believe we educators should provide opportunities for children to learn according to their own interest. Over all it was a good reflection so keep up your good work, and keep reflecting on practice to enhance your learning as well as children’s learning. Well done!
ReplyDeleteHi Karamjit
ReplyDeleteIt was great that you have given the opportunities to children to explore through digital and non-digital technology. They looked the caterpillar closely and notice the detail through the magnifying glass. I believe that exploring with magnifiers can open up a fascinating new world to children, because children are always curious to learn about bugs and insects. It is a good strategy to ask open ended questions to children to enhance their thinking skills. Through this activity, the children explored their knowledge about natural world around them. I appreciate that you use computer is a valuable tool of children’s learning. They understood about the life cycle of butterfly by using computer. Reading through this reflection I can see you developed their ICT skills. As an educator you provide wide range of opportunities to children to explore their world through technology. Children use a variety of technologies for different purposes as they explore their world (Ministry of Education, 1996).