Assignment reference list

Alaba, S. (2007). The Use of Educational Cartoons and Comics in Enhancing Creativity

            In primary school. Journal of Applied Sciences Research, 3(10): 913-920, 2007.

Gonzalez-Mena, J. (2008). Foundations of Early Childhood Education: Teaching  children in a

            diverse society. (4th ed.). Boston: McGraw Hall.

Helm, J. & Katz, L, (2001). Young Investigators: The Project Approach In The Early

            Years. New York, America: Teachers College Press.

MacNaughton, G. Williams, G. (2004) Techniques for Teaching Young Children.

            Sydney, Australia: Longman

Ministry of Education (1996). Te Whāriki: He whāriki matauranga mo nga mokopuna o 

              Aeoteroa. Wellington, New Zealand: Learning media.

Ministry of Education (1997). Te Tahuhu O te Matauranga. Wellington, New Zealand:

            Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education,

No.19 Autumn 1999.

Scoter, J., Ellis, D; & Railsback, J (2001). By Request.  Technology in Early Childhood

            Education. Portland, Oregon: Northwest Educational Laboratory.

Worth, K. & Grollman, S. (2003). Worms, Shadows, and Whirlpools. Science In The

            Early Childhood Classroom. Washington DC: Education Development Centre,

            Inc.

Assignment reflection

I have enjoyed doing this course assignment which has given me insight of how children’s development is extended through their experiences and understanding of people, places, events and things (Ministry of Education, 1996), which unknowingly to me, until now, is very much involved and integrated with many components of social science and technology. I have never understood technology like I do now in terms of technology being about helping people and solving problems by using and providing simple effects such as a ball point pen, an ice block stick, a brick or clothes peg (Smorti, 1999). “Children experience familiarity with the properties and character of varied materials and technology used in the creative and expressive arts” (Ministry of Education, 1996). I have pretty much always thought technology was more to do with complicated devices, computers, ipods,  things requiring electricity or robots! However “Technology is a tool that can provide another way for children to learn and make sense of their world” (Scoter, Ellis, Railsback, 2001, p.2).

I thought the blogging aspect of the course was an interesting idea. There were many blogs that have been posted that gave me and I am sure others insights and ideas of how the integration of technology and social sciences provide much learning and development for all of the young children involved. How ever I was sometimes uncomfortable with having to display my reflections over the internet and would have preferred that they were not made public and kept between the lecturer and myself and perhaps those I would have liked to have shared them with. I am not 100% sure of the rationale behind having to use the blog site as a platform to be publicly displaying and discussing the business of our personal work of study and having no say on the matter, pretty much. Does this advantage those already competent in the know-how of blogging? What implications has this had for those new to blogging and for it to be used in the way of conducting this assignment?

I think overall this course has helped me to better identify and to distinguish the different aspects of people, places, events and things, social science and technology and how when combined can contribute to and  create many purposeful learning opportunities (Worth & Grollman, 2003, Helm & Katz, 2001). These opportunities also provide children with abilities to develop perspectives and to attain a capacity to acquire new knowledge and skills, needed in order for them to cope within a forever changing worldly society that hugely incorporates and is very much dependent on communication, technology, work and leisure (Ministry of Education, 1996).

Breast feeding...

While we all sat in the dining room having lunch I watched 10 month old M’s eyes light up as she watched her mother come through the front door.

“Hello” said child A

“Hello” said child G

“Hello girls how are you?”

Both responded “good”

M remained calm as she ogled her mother’s movements and got all wriggly moments before being picked up and cuddled. The affection the two showed for each other was greatly evident in the smiles and touches they had for each other. Mum took M and went and sat on one of our couches also positioned in the dining area and proceeded to breast feed M. There is a more private area also available, if preferred. During the 20-25 minutes mum spent feeding M, mum conversed with M, other teachers and children in a manner that was appropriately natural and comfortable for all. Children A and B also got up from their seats and went over to give M a gentle kiss and a quick rub before returning to their table.  Approximately 20-25 minutes later mum got up and told baby M that she loved her and that she would see her later on, kissed her and passed her over to teacher A, before returning to work.

The scene reflected a great homely sense of belonging for both mother and child and for other children who were present in the dining area. Te Whāriki suggests “The feeling of belonging, in the widest sense, contributes to inner well-being, security, and identity” (Ministry of Education, 1996, p.  54). Gonzalez-Mena (2007) acknowledge the extensive benefits of breastfeeding for infants and I think it is a privilege that our children are able to experience this at our centre where it is seen and accepted as a natural, healthy and beneficial occurrence between a mother and child. However, Gonzalez-Mena (2007) also encourage that we as teacher’s, do “explain to preschool children that breast feeding is the normal and preferred way to feed babies and, emphasize that breast feeding contributes to a child’s and a mother’s well-being” (p. 91). I do see how this relates to biotechnology with regards to the development of physical and emotion well-being, supported through breast feeding and the milk itself.

It was also nice to observe how comfortable mum was with A and G approaching and showing their affection for M and that staff supported this. “Children’s strengths and interests are extended by sensitive interventions and encouragement” (Ministry of Education, 1996).

Simple but effective...

Simple but effective…

Children’s work displayed in the dining room area was taken down to make room for new material to be hung. Many, many staples remained which also needed to be removed.

 A asked me “what are you looking at?”

“I’m looking at all those staples that need to be taken out of the wall” I answered

“Ooo, can I help?” She asked

I wasn’t sure if this was a good idea or not as the image of what I was going to use (either a knife or a claw like tool) I thought, was not appropriate for her to use with regards to safety.

  “Let’s go see what we can find to use” I said.

In the office I asked a teacher, G, what and where I could find something to help remove the staples. She pulled two tools from a drawer. They were staple removers I had not used or seen before and after trying one out, thought they were fantastic, easy to use and safe enough for the children to use as well!  A and I continued to remove staples for a small while before B appeared and also wanted to help 

“Have you used one of these before?” I asked

“No” he replied

A volunteered to show B how to use the staple remover. A explained to B how the tipped end was to go under the staple, then the green bit to be slid over the staple before lifting it up and out. Throughout the time they worked together I listened to some of their conversation that included:

A: “are you ok?”

B:  “yep, I’m doing it”

A:  “you do those ones and I’ll do these ones alright?”

B: “ok, but after I get these ones first”

A: “do you need any help?”

 B: “no ”

The two were at it for at least 15minutes and did do a great job!

The staple removing tool, I thought, was pretty cool! I liked its simplicity and how easy it was to use for both the children and myself and the purposeful action of its intent, to remove unwanted staples leaving the surface of the walls clean and smooth and much more presentable for more work to be advertised on. I think this item can be categorized in the technological area of structures and mechanisms which includes a “wide variety of technologies from simple mechanical devices, such as a mousetrap, to large, more complex mechanical devices such as a motor car” (Ministry of Education, 1997).

A displayed confidence and competence when offering and wanting to participate in the removal of the staples and to show and guide B how to use the staple remover. Children experience an environment where they are “encouraged to learn with and alongside others and can develop strategies and skills for initiating, maintaining and enjoying relationships with other children” (Ministry of Education, 1996). B, showed assertiveness in his responses to A which also emitted confidence and competence, in the fact that his answers seemed thought out and decisive and not passive and unreceptive.

Gardening....an excuse for socialization!

28.9.10

28-9-10

A group of children aged between 18months and 3 ¾ years  showed much interest and enthusiasm when teacher A asked them if they wanted to help plant strawberry plants. They gathered at the garden site before being asked to go find tools they could use to weed and turn the dirt in preparation. The children came back with digging tools from the sandpit and got down to digging and pulling out bits of weed, grass, old roots and vegetable leaves etc. C had brought an empty bucket back and explained how we could put the weeds in it and then feed it to the guninea pigs or put into the worm farm also at our centre. G and B were asked to go with student teacher S, to each get a strawberry plant. When they got back we dug holes with our hands and carefully planted the strawberry plants. I discussed how the liquid fertilizer (organic) provided the plants with healthy nutrients, and alikened it to ‘how nutrients in fruit and vegetables make us healthy and strong’. C carefully poured a cup of the liquid onto each of the plants. D then placed markers identifying the plants alongside. The children worked well together and can’t wait to taste the juicy sweet berries anticipted!

The children were attentive and focused throughout the entirety of this interaction which lasted 30-35minutes. I know some of the children have had similar enjoyable gardening experiences here before and, it’s possible this contributed to the interest and re-participation of children wanting to take part this time round. McNaughton and Williams (2004) suggest, and I agree, children are more likely to recall and want to re-enact previous experiences that held their interest when first experienced and experiences that were also enjoyed. These “recalling abilities help children solve problems and is central to their ability to process information”, (Read et al, 1993) cited in (MacNaughton and Williams, 2004). The children showed good listening skills reflecting their attentiveness and interest of what was happening throughout the process and to follow and carry out instructions with little adult help. These skills can inherently provide valuable social skill development foundations that are needed to enable children “to grow up as competent and confident learners and communicators” (Ministry of Education, 1996, p.9). (Parten, 1932) cited in (MacNaughton and Williams, 2004) suggests “children become increasingly social with age” (p.138) and describes a variety of social stages of play including onlooker, parallel, associative and cooperative play which was evident in the actions of the children involved. All actions performed at these varied stages contribute to the valuable process of increasing levels of social interaction and cooperation and reflects a growing social awareness (Parten, 1932) cited in (MacNaughton and Williams, 2004).

Dora the explorer, explored.

While getting a DVD ready to play on my lap top children slowly gathered around.

“What you doing?” A asked,

“I’m going to play a Dora DVD on the lap top, have you watched any shows or videos on a lap top   before?”,

“No, but I have a Dora video at home I watch on my TV” A replied.

“Has anyone here seen a lap top before?” I asked.

J said “yeah it’s a puter, aye”.

The other four children did not respond.

The DVD was about Dora and friends helping Santa deliver presents to children around the world. As the video played several more children gathered around the lap top. On several occasions I had to ask and remind children who were sitting up near the lap top to sit down on their bottoms so that those sitting on chairs behind them could also watch the DVD. The children were very attentive and focused in on the show.


When the DVD finished L asked me where Santa was, right now. I told her that he was at the South Pole getting presents ready for Christmas.

"Santa brings me lots of presents and we give him cake too"  said L.

D joined the discussion and mentioned how he and his brother had received a water slide as a Christmas present and how much fun it was. He also mentioned how he, his brother and mum had gone and brought his dad a present, not for Christmas , but for his birthday which was last week.

I brought my lap top into the centre so that I could introduce to the children a new means of technology that they were not yet familiar with. There are no computers or laptops accessible for the children at my centre. Te Whariki acknowledges technology as a legitimate means of global reform and recognises educational foundations that support technology, require children to acquire a range of skills they need as lifelong learners (Ministry of Education, 1996). Playing the Dora DVD had been prompted by observations of children taking an interest of Dora in books held in the centre library. I also thought the educational approaches embedded within Dora the explorer adventures were also appropriate and fun. “Cartoons and comics are not only creative in nature, they also provide the enabling environment that allows children to explore and play without restraint” (Alaba, 2007).

Although there was some disruption caused by children’s standing in front of the table it was also an opportunity to remind children of common ground rules in which, when abided by, encourage children to want to learn and play alongside each other (MoE, 1996).

Children were able to make links with family and the home through the playing of the DVD in the lap top. I think this also contributed to their ability to remain attentive and focused. “connecting links between the early childhood education setting and other settings that relate to the child, such as home, or parent’s workplaces contribute to children’s development” (MoE, 1996, p.56). 

I will add a lap top or computer to our centre wish list and keep my fingers crossed. In the meantime I will continue to share my laptop with the children because I think they will enjoy it and because of the potential learning to be experienced.