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| Children helping each other & working together to solve problems. |
Early childhood education is a field which comes with a commitment of lifelong learning as we teachers are constantly being introduced to new skills, strategies and technology to teach children with (Clark & Grey, 2010). In my centre, computers are now being used to facilitate children’s learning and development; it has become an essential part of children’s life. Computers do not undermine children’s learning but, to the contrary, it can enhance, extend and increase their learning experiences (Tsantis, Bewick & Thouvenelle, 2003). As I observed children playing on the computer, I could tell by the looks on their faces that they were genuinely having a good time. I could hear children helping each other and working together to solve problems.
According to Te Whāriki, children should be able to experience a connection between the centre and their home environment (Ministry of Education, 1996). Having a computer in our centre was the connection between the home environments as most children had computers at home and were familiar with it. However for some children, this was their first time using computers. So they were able to learn and develop new skills in order to use the computer.
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| Children playing educational games on the computer. |
Children
were playing as well as learning literacy and mathematics at the same time.
They were playing different kinds of maths and matching word games. This goes
in line with Te Whāriki as it states that children should be able to use technology and other resources for
mathematics, reading and writing (Ministry of Education, 1996). Using computers
keeps children interested for longer and makes learning more fun.
The following
clip from YouTube talks about the benefits of integrating computers in
classrooms, on children’s mathematics, literacy and other learning areas. Computers in Kindergartens.
I was personally very happy with the idea of
having computers in our centres because my philosophy is to help children
develop useful skills that would help them in the future. Educators should aim
to design their curriculums in order to include values, competencies,
knowledge, and skills that students will require for addressing real-life
situations (Ministry of Education,
2007). Giving children the opportunity to use computers is setting them
up for the future as the use of computers has become a crucial part of today’s
society. Almost every job requires candidates to have at least basic computer
knowledge. .jpg) |
| A child getting help as needed. |
When children are using the computer,
timing is crucial; they need enough time to be able to experiment and explore (Haugland,
2000). In my practice when children are using the computer, they don’t have a
time limit. This allows children to take time and learn rather than being
rushed. Even though the children don’t have a time limit, they still share and
take turns. I keep an eye on the children and intervene accordingly as children
ask for my help. I keep an eye on the children so I am able to scaffold their
learning and help them as they need it (MacNaughton & Williams, 2009).
As stated by Smorti (1999), technology is simply
about helping people with problem solving. I have observed this among the
children as using computers has enhanced and developed children’s problem solving
skills as they learnt to help each other with the games as well as to discuss
and negotiate turn taking. Hence it teaches children to solve problems together
and develop their understanding of how technology can help them and others (Ministry
of Education, 1996).
References:
Clark, B., &
Grey, A. (2010). Āta Kitea Te Pae: Scanning the horizon. North
Shore, New Zealand: Pearson
Haugland, S. W.
(2000). Computers and young children. ERIC Digest. Retrieved
from
MacNaughton, G.,
& Williams, G. (2009). Techniques for teaching young children:
choices for theory and practice (3rd Ed.).
N.S.W, Australia: Pearson Education Australia.
Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga
mo nga mokopuna o Aotearoa. Wellington, New Zealand:
Learning Media.
Ministry of Education. (2007). The New Zealand curriculum.
Wellington, New Zealand: Learning Media Limited.
Smori, S. (1999)
Technology in Early Childhood. Early Education, 19, 5-10.
Tsantis, L., Bewick,
C., & Thornton, S. (2003). Examining some common myths about computers in
the early years. Young Children on the Web, November 2003, 1-9.
Hello Komal, it is really great that your centre has a computer that children can use for learning. I like the way that you observe children in using the computer and will only intervene when they need assistance. I believe this provides children to take full control of the learning that is going on. This also allows children to develop the confidence knowing that they can do it on their own (Ministry of Education, 1996). Another aspect I admire is how children are given no time limit to be on the computer; instead they are responsible and aware of promoting turn taking with their peers. I really like this strategy as it promotes children’s independency not getting told from teachers that it’s the next child’s turn instead they work together in partnerships. It’s also excellent that your philosophy aligns with the beliefs that you have about children developing the skills and knowledge in using technology (Smorti, 1999).
ReplyDeleteYour reflection of computers and how the children benefit from this is good. You’ve touched on points regarding their cognitive and physical development, how it enhances their mathematical concepts and early literacy (Somerset, 2000). I also like your points between comparisons and how computers aren’t undermining the children’s learning its simply extending their learning experiences (Tsantis, Bewick & Thouvenelle, 2003).
ReplyDeleteI personally have encountered the same experiences with computers in my centre and have seen how children have learnt through this use of technology and the apply it in their learning environment. You also observed building and maintaining relationships where those children who knew what they were doing helped those that didn’t. You have a good use of literature too, especially Te Whariki and relating technology to the curriculum. I found your point of time management as a good personal reflection on your own practice, knowing when to step in and that your there to scaffold instead of direct.
I believe that computer technology is one of these new tools that have been used in almost every centre, the integration of computers into the early childhood curriculum must be appropriate and meaningful for young children and must meet “the development levels, abilities, needs and interests and the curriculum (Mohammad, Mohammad, 2012). As an educator, how can you make sure that children’s developmental needs have been meet by using computer? As Essa (1999) emphasize that it is meaningless if the curriculum does not rely on the interests, needs and abilities of the children.
ReplyDeleteBy reading your blog, I can see computer promote children a wide range of learning opportunities. With the opportunity to learn to use technology and develop computer literacy skills, it prepares children for the technology society (Taylor, 2000). Personally, I have always believed that technology can have a positive impact on children’s learning only if used in an appropriate way.
Hi Komal,I can see now how you did comment about my centre not having a computer for children to experience and experiment on the real technology not just the parts of it.I can see that children were helping each other and building relationships is important. It helps them solve their own problem and with their facial expression they enjoyed what they were doing.According to Te Whariki Contribution stated Relationships draw on children's abilties to contribute their own special strengths and intersts. To empower children to find out what they want to know and to understand their own ways of learning and being creative(Minitry of Education,1996.p.64).It is interesting and important to identify children's knowledge and creative while they were playing game in the computer and challenge them with mathematic and science learning skills,well done Komal.I like how you showed that children can learn and play at the same time at the computer which Te Whariki stated that children develop experience with some of the technology and resources for mathematics,reading, and writing.(Ministry of Education, 1996.p78).
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