Suzy: March 2012

Technologies are tools and methods in order to help people to solve problem, and scissors is a useful tool in daily life. It can help us to cut many materials, like paper, cloth, food and hair. In early childhood centre, it is important for children to know how to use the scissors. As I have noticed that teachers set up a table for children to learn using of scissors. They gave same opportunities for all the children to participate in this activity, and also encouraged and supported children to have more confident to use scissors. I have observed that a child was glad about she cut out her favorite picture from a book by using scissors.

I recognized that using scissors can enhance children’s physical development, and promote children’s creative skills.

There are many people think scissors is dangerous for children to use, and they try to prevent children to use it. However, as

New Zealand

curriculum states that by using scissors, children can develop their knowledge, understanding, and skills that they need in order to enhance their personal well-being and physical development (Ministry of Education, 2007). So we should provide this tool for children to use.

I think that using scissors can support children’s physical development, to excise the muscles around their hands and arms. As when children use scissors, they need to open and close their hands. Then these tiny muscles will build up, and later on it will help children to grip pencil, brush to draw, write and paint. In their daily life, children will have ability to hold spoon, toothbrush as well as cotton stick.

In addition, using scissors could help children to develop their eye-hand coordination skill. When children use scissors to cut something, they need to watch the objects, and use their hands to control the scissors to cut exactly the way they want. “In exploring physical environment, children gain increasing motor and manipulative control and skill in using tools and materials safely” (Ministry of Education, 1996, p.98). That is a very hard work for young children, as they need a good eye-hand coordination skill. In daily life, the eye-hand coordination skill is very important, as when we eat food, select objects, and pick up something.

More ever, children can develop their creative skills through using scissors. As mentioned above, I found that children could use scissors to cut different shapes and patterns, and we think that scissors acts as a tool for children to express their ideas and thoughts. As Te Whariki says that “children experience a wide variety of the materials and technology used in the creative and express arts” (Ministry of Education, 1996, p.81). So, in the center, we provide some materials to encourage and support children to use scissors to develop their creative skills.

On the other hand, it is true that scissors is very dangerous, children must be under adults’ close supervision to use it. As everyone knows that scissors is sharp, for early childhood teachers, we need to keep a close eye on children, when they use the scissors. As Te Whariki states that children need to be kept safe from harm (Ministry of Education, 1996). In addition, teachers should follow children’s age to give them right scissors. For example, if children aged 2-3 years old, they just start to learn about how to use scissors. At this time, the plastic scissors are appropriate for them.

Reference:

Google Image. (2012). Image of children playing with scissors. Retrieved from:

http://www.google.co.nz/search?source=ig&hl=en&rlz=1G1LENP_ENNZ473&=&q=scissors+for+children+

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.

Reflection two---computer use in the early years

In our center, we give children access to computers, as we believe this can help children’s learning. We also encourage children to play educational games, music, and arts software program, to increase their interest and then learn through playing. For example, once I noticed a child was so excited to have an opportunity to use computer. He sat in front of the computer and started to create his own picture with a software program. I saw him chose different colors from the color palette of software program to make his picture colorful, as well as patterns like star and circle. When he finished, he was so happy and shared his work with friends and teachers.

I recognize that using computer in the early childhood teaching is beneficial for both teachers and children. Computer skills also can foster children’s social, cognitive development. As early childhood teachers, using computer technology can help us to better meet children’s needs of learning and development.

It is a great idea to use computer to develop children’s social skills. “Computer should be used to promote the social interactions of the wider group, to deepen the learning opportunities for children, and to enhance and strengthen the relationships between teachers, children, and their families (Lee, Hatherly & Ramsey, 2002, P.15)”. Children will develop an ability to communicate with other peers, especially when they are playing the same game, as they have something in common to share and learn. Like mention above, the child used software program to create his picture and shared with his friends, later on, he began to discuss with other children how to use the software to draw picture. So, I think that using computer also can develop their relationships building skills. However, using computers could have some negative influences on children’s social development. If children spend too much time on computer, it will limit children’s social activity, hence less interactions and communication with peers and adults.

As for cognitive development, using computer can help children build and develop a variety of skills. Computer is a very advanced technology, which can provide endless opportunities for children to learn and explore. For example, the picture software enable children to use different color and shapes to create their own pictures, and children will process more skill and understanding about colors and patterns while playing the software, as “Children develop familiarity with the properties and character of the materials and technology used in the creative and expressive arts” (Ministry of Education, 1996, p.80).

Using computer can help teacher to extend children’s learning and enhance individual development. “Knowing the individual child will ultimately prove far more useful than knowing about the ‘condition’ ” (Ministry of Education, 2000). For this reason, the early childhood teachers should listen to children and follow their interests to find out best possible way(s) to meet their needs and enhance their development. For example, we noticed children were interested in playing computer, as early childhood teacher, we can follow children’s interests to integrate curriculum into computer games to achieve teaching goals. At the same time, teachers need to make sure that all the software program and computer activities are appropriate for children’s learning and development, like New Zealand Curriculum says that “when designing and reviewing their curriculum, schools select achievement objects from each area in response to the identified interests and learning needs of their students” (Ministry of Education,2007,p.46).

Reference:

Google Image. (2012). Image of a child playing with a computer. Retrieved from:

http://www.google.co.nz/search?tbm=isch&hl=en&source=hp&biw=1008&bih=665&gbv=2&oq=computer+for+children+&aq=f&aqi=g-S4g-mS1&gs_sm=12&gs_upl=1552l8546l0l10471l22l22l0l3l3l0l256l2787l7.3.9l19l0&gs_l=img.12..0i24l4j0i5i24.1552l8546l0l10471l22l22l0l3l3l0l256l2787l7j3j9l19l0.frgbld.&q=computer%20for%20children

Lee, W; Hatherly, A., & Ramsey, K. (2002). Using ICT to document children’s learning. Early childhood folio,(6), 10-16.

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 (2000). Including everyone:Te reo tatake. Wellington: Learning Media.

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

Reflection one----TV in the classroom

There are more and more technologies used in our daily life, as well as in early childhood teaching and learning, such as TV. In our center, I noticed that teachers sometimes play DVDs to children, most likely are cartoons and music. And every time, children were all excited, gathered around the TV to watch, afterwards, they like to talk about it and repeat the language or actions. And I recognize use TV as a technology can support children’s learning and development, in terms of interest and social language.

As mention above, children and Whanau are surrounded by many technologies in their life, like TV, computer or other media. In the center or at the home, children have access to them. So as a teacher, we need to identify and use technology to help children’s early learning and development. For example, TV is a popular technology in our life. If we use it appropriately, it can serve teaching and learning. In most cases, children were interested in watching TV, and they love it, because it has picture and sound. As New Zealand Curriculum states that “Graphics and other forms of visual representation offer important tools for exploration and communication” (Ministry of Education, 2007, P.32) Also, TV could open up new worlds for children, and they can learn different cultures, have opportunities to travel globe, and get some new ideas and knowledge. As a result, it enhanced children’ interest to learn, and supported their learning and development. Te Whariki says that “children will have the opportunity to create and act on their own ideas, and to develop knowledge and skills in areas that interest them” (Ministry of Eudcation, 1996, P.40).

In early childhood center, appropriate use of technology is a resource and a powerful tool to make curriculum ideas to help children learn language and access information (Donohue, 2003). As mention above, children love TV, and they really want to imitate some speeches and actions from movies. For example, we chose a movies called “Hi, Five”, the children were happy and so excited to watch it. After that, the children love to say ‘Hi, five’ to their friends and parents, as they could understand the meaning of it and then use the term in their daily conversation. In my opinion, TV is one of the best ways to stimulate and motivate children to learn and use language. Te Whairki also states that “language grows and develops in meaningful contexts when children have a need to know and a reason to communicate” (Ministry of Education, 1996, p.72).

On the other hand, teachers should be careful and considerable with the use of technology in early childhood education. If teachers use technology appropriately, it will benefit children in many ways; otherwise, it will affect children’s development. For example, if teachers let children watch TV freely, children may spend too much time on it. This will lead to less time spent to interact with their peers or teachers, which is not appropriate for their social development. Hersey & Jordan (2007) also agree that limiting time to watch TV can increase children’s interaction with others, improve educational performance, improve health, and improve behavior. In addition, there are some behavior problems, like smoking on TV, this could give children an impression that smoking is good or acceptable. It requires teachers to choose right materials for children to watch and learn. As a teacher, we should control the use of technology, and follow the curriculum, principle and guidelines to make sure that all teaching strategy and resource are appropriate and suitable for children’s learning and development.

Reference:

Donohue,C.(2003). Technology in early childhood education . Retrieved from: http://www.childcareexchange.com/library/5015417.pdf

Google Image.(2012). Image of children watching TV. Retrieved from:

http://www.google.co.nz/search?tbm=isch&hl=en&source=hp&biw=1008&bih=665&gbv=2&oq=tv+for+children+&aq=f&aqi=g-S1&gs_sm=3&gs_upl=2938l6470l0l7385l16l16l0l0l0l0l232l1933l9.3.4l16l0&gs_l=img.3..0i24.2938l6470l0l7386l16l16l0l0l0l0l232l1933l9j3j4l16l0.frgbld.&q=tv%20for%20children

Hersey, J.C. &Jordan, A. (2007). Reducing children’s TV time to reduce the risk of children overweight: the children’s media use study. Washington, NW: RTI International.

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.