Reflection #3 - 20.08.2013

Glitter Art

Image 3, 'glitter art' by Reuben Paterson, inspired the children at Kindy to create their own

S has just finished her glitter art; she has been working on this piece of art for the past week and it is now completed. S looks at me with a smile across her face “can I take it home?” I remind S that the art is for a large collage to go in the Kindergarten. I suggest that we either photocopy it for her to take home or she could start another piece of work and then decide which one will stay at Kindy and which one will go home. S thinks for a moment and then decides she would like to photocopy it.

The technology in this experience is the photocopier. I believe this was a significant experience for S because of the knowledge and confidence she displayed throughout. At one point S said to me “coz this is how we did it for my dog, remember?” It took me a few moments to think back and then I recalled that several months ago S had made a colourful picture on a pin board of her dog at home (Tui); because S was unable to take the pin board home we had taken a photocopy of it for her. Now, here we were again using the same technology to capture another piece of work that was important and meaningful to S!

This prompted me to consider how the technology (the photocopier) was enabling S to capture and retain her creations. What learning had happened for S in the first scenario when we copied her art work of ‘Tui’? What learning was happening for her now?

Te Whāriki (1996) proposes that an early childhood “programme allows ample time….for the repetition and practice of developing skills” (p. 61). An environment that makes allowance for time such as this contributes towards children’s sense of belonging; they see themselves as capable and competent within the environment. As S openly recalled her prior experience with the photocopier, she made links to previous experience and recalled how she had used the machine then. It became clear to me that S’s sense of belonging was being nurtured throughout this the repeated experience.

Using technology to represent creative discoveries is a concept promoted by the Exploration strand in Te Whāriki. In direct reference to the links between creativity and technology, Te Whāriki  suggests that children be provided with opportunities to characterize their creative experience using a range of media and technology (Ministry of Education, 1996). The technology in this experience was the photocopier, S was using the photocopier to represent her creative piece of work (glitter art).

How did I support S throughout this experience? When S had decided to make a photocopy of her art we went into the office. I asked S “S, you’ve used the photocopier before, haven’t you?” she nodded and told me where it needed to go (“you gotta lift this bit up”). Arthur, et al,  (2007) suggest, if educators wish to support children to develop their technical skills, they need to find a balance between helping children and doing things for them. Throughout each step of the process I asked S what she needed to do next, this gave her the opportunity to affirm what she did know and what more she needed to learn. It also allowed me to intervene when appropriate rather than assuming I could do it for her.

Reflection #2 - 12.08. 2013

"This is Our Road aye?"

Image 2

R and M are working busily in the sandpit. I overhear their conversation.

M “Now we gonna build a road round the volcano ‘kay R?”

R “Yea and the cars are driving on it”

M “I know… the road can go this way over here” (draws a trail with the edge of the spade around the volcano)

R “Yeah and we need a bridge aye? Our road will have a bridge”

M “Yeah! Let’s dig the bridge. We’re gonna make it real high, coz it’s a high bridge. This is our bridge aye!”

The boys dig and dig together.

R “I’m gonna get a bigger spade coz then we’ll be heaps faster aye M”

After observing this road project I was prompted to reflect upon the significance of what the two boys were engaging in; they were working together to create something and were using certain tools (technology) to enable them to work more efficiently. I recognised that the technology being used were the digging spades. “Technology is about helping people and solving problems….knowledge, skills and resources are combined to find solutions” (Smorti, 1999, p. 5). In this particular experience the spade was the technology that enabled R and M to achieve their objective of building their road. This, to me, reflects the essence of what Smorti is describing; technology in its most basic form.

What learning occurred throughout this experience? Te Whāriki makes clear the need for children to develop problem solving skills through creative and critical thinking. Problem solving skills are particularly important; as children begin to explore their social and physical worlds and encounter a wide range of technologies they will begin to understand  how these technologies could be used to help them (Ministry of Education, 1996). Further to this, The New Zealand Curriculum says ""adaptation and innovation are at the heart of technological practice" (Ministry of Education, 2007). The innovation(or problem solving) within this context appeared to be the length of time it was taking the two of them to build the road. As one child recognised that there were bigger spades he concluded that the bigger spade would make the job much faster. The new technology (spade) helped them both to achieve a positive outcome.

I also found the process the boys were engaged in to be significant because it was such a common occurrence in every early childhood setting. When describing what technology might ‘look like’ in an early childhood setting Smorti  (1999) likens this to creative processes, saying “Using a process approach to technology…children will be encouraged to design, make and appraise their work” (p. 6). When technology is understood to be something that helps to solve a problem or a resource that becomes part of a process, we can understand that technology is an integral part of so many early childhood experiences. It has encouraged me to consider how, in my Kindergarten, children are using technology in abundance; perhaps we overlook this at times?

Creative exploration of technology is supported by socio-cultural human developmental theory. Vygotsky believed that “when something completely new is imagined and created, it becomes a real…it exists in our world and we can think and act differently because it has been invented” (Fleer & Jane, 2011, p. 91). In this sense I am able to understand the importance of sometimes stepping back and allowing children to become engrossed in their experience; to truly explore what they are creating. I believe my approach supported R and M’s exploration of technology and the creative process.

 

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Reflection # 1 - 08.08.13

"We Need to Dance!"

Image 1

 

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.