"We Need to Dance!"
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As I am walking into
Kindergarten this morning, A (age 4) runs towards me “Natalie, can you get
Gangnam Style for us? We need it to dance!” A leads me over to the computer and
I open up YouTube and search for the song. “Yup yup yup that’s the one there,
click on that one, yeah!! Hey come here, we can do our dance now!” A joins her
friends and the dancing begins.
This moment was significant to me because it reflected A’s
familiarity with the technology; the computer. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum strand of
Communication suggests that children be given the opportunity to become
familiar with a variety of “materials and technology used in the creative and
expressive arts” (Ministry of Education, 1996). A understood that the
technology needed to produce the music for this particular dance would not come
from the stereo, but the computer as she led me directly to it. Her familiarity
with the technology was further evidenced by the language she used when she
advised me to ‘click’ on the song.
I believe it is vital for children to understand and participate
in the social experiences that can come from using technology. Often technology
such as computers are conceived as having a negative impact on the social
skills kindergarten aged children are developing. On the contrary Tsantis,
Bewick & Thouvenelle (2003) argue that computer use can
facilitate and promote the sharing of information and enrich social
interactions; the concern lies with educators to ensure their program and
practice supports these interactions such as shared computer time. In this
particular example the technology (computer) has not become the focus of the
children’s attention however it facilitates and enriches the social interaction
by providing the song for a group of friends to dance together.
Should I have been concerned that A knew too well how to access the song via the
internet as the internet contains much adult content? What might she have been exposed to? Arthur, et al, (2007) acknowledge the difficulty in
accepting the accessibility children have to information and images of an adult
world however offer an alternative view that children be seen as “active agents
in their own learning and very aware of the world beyond their family” (p. 13). I don’t believe I should be
concerned as A understood that an adult was required to search for the song
(due to the restrictive password). Also A and her friends showed little
interest in the computer once the song was playing; it simply provided the
solution to allow them to continue their dancing.
How did my own beliefs and values of technology influence my
presence in this experience? I know that some teachers in my Kindergarten ‘shy
away’ from computers; some teachers still use cassette tapes for music! However
I am very comfortable using computers and the internet to access songs, video’s
and information. I believe this level of comfort means I do not hesitate to
engage in computer use with children. Perhaps A felt comfortable to approach me
instead of some of the other teachers because of this fact.
Natalie, I thought that this reflection really showed how familiar A was with technology and also how you value technology for children. I agree with you when you say that technology (computer) facilitates and enriches social interaction; and this was very evident in this reflection. It was great to see that the computer was not the focal point for the children but rather it assisted the children in their experience in the centre; prompting relationships and communication between the children.
ReplyDeleteIt is also great to see your confidence when using computers with the children; this will help the children to gain their own confidence when using this type of technology and allow them to feel comfortable coming to you for help. To further this experience for A, maybe you could introduce a range of music (cultural, country etc.) that is on the internet so she can share it with her friends. This could enhance the social interactions between A and the other children as well as develop the children’s knowledge about other genres of music in the world.