My blogger experience

Kia Orana everyone first of all I would like to take a moment and thank you all for the positive feedback, the suggestions and the on-going communication from my group.  This blog idea is such an awesome experience for me personally I hope that we could carry this on with our own personal reflection on our daily practices in the future. 

Technology is great for our children to get use to and adapt their life style to, but don’t you all think that this is limiting the full development of the child.  Example climbing a tree is such a fantastic experience but in our days we don’t support children to climb the tree everything that children experience and do is planned around children’s safety! Safety! Safety!     Ministry of education, (1996) states that “Children will have the opportunity to create and act on their own ideas, to develop knowledge and skills in areas that interest them, and to make an increasing number of their own decisions and judgments”(p.40).  We say that we are empowering the children, for me I referred this to my own personal philosophy it says that I believe in free play, and empowering children to facilitate and make a choice.  So we have all the resource available for the children to use, but do they really want to use them or they only use this because it’s the only resource available to them or they just find it interesting to see or use this tool.

In class we identified some of the different technology that we practice with children, but it never occur to me that what I have been doing with the children was technology I always thought that technology was something that involve electricity.  Technology has taken away the fun in playing I say, it has also taken away the creative thinking of children and it has replaced it with swing, slide, the plastic resource, man-made resource that we see every day.  Technology has taken over the children daily interacting with the natural environment and resource.  “According to Piaget (1962), children’s thinking shows their unique way of understanding and interpreting the world” Arthur, Beecher, Death, Dockett & Farmer, (2007).p.92. 

In my centre children is exposed to different types of technology because it’s our duty as educators to keep up with machinery and, we extend and support children interest regardless of what it is.  Technology also helps us with our daily chores to document children learning, but we still need to realise its more attractive when its handmade using the natural resource.  Yes I agree “technology is about helping people and solving problems” Smori, S (1999)p.5. But we need to rethink about the different technology that children are exposed to.  I find that technology plays a huge part in our everyday life, it provides for us in different ways and it takes care of us also, but it needs to be positive and support children to reach their full potential.

What I learnt from this assessment is that doing a blog to reflect is great, it gives me the chance to communicate with others, and their feedbacks and suggestion on the spot also benefits my practice to do better and make the learning experience more fun and interesting.  I also learned that this is easy, it only takes a couple of minutes to document and record but it’s a long time impact on me as an educator to know that I can write something and others can suggest ideas or give me feedback on my practice.   I also understand that a reflective teacher is a great teacher, so I’m glad that I got the opportunity to take part in the blog, I have gain so much from doing this it will help me in the future.  My centre is now in the process of putting through a proposal for our centre to start up a blog for our parents and our Cook Island community specially our early childhood centres we have relationship with here in New Zealand and back home in the Cook Island.     

 Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S,. (2007).  Programming &        planning in early childhood settings. (4th ed.).  New South Wales, Australia:    Cengage Learning

Smori, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.    

Ministry of Education. (1996). Te Whāriki, he Whāriki mātauranga mo nga mokopuna    o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning    Media     

Hyperlink

Caroline

http://carolinetaukeiaho.blogspot.co.nz/2012/03/chocolate-flakes-cookies.html?showComment=1332034978282

heyperlink

Anah

http://anaiongi.blogspot.co.nz/2012/03/digital-camera.html?showComment=1333009551620

hyperlink

Rachael

http://rachy1-rachaelsblog.blogspot.co.nz/2012/03/what-is-paintbrush.html?showComment=1333001177533

Hyperlinks

Linda
http://lynz-lynzblog.blogspot.co.nz/2012/03/spray-painting-with-my-friends.html?showComment=1332926781783

http://lynz-lynzblog.blogspot.co.nz/2012/03/rainbow-colour-chalk.html?showComment=1332928130873

Using natural resource for painting

This week in the centre the theme is Pacifika, referring back to my first blog as Rachael mentioned to include other cultures in the centre and that is exactly what is happening this week in the centre.  This whole week from Monday to Friday each island will have a day to facilitate a Pacifika culture from undertaking a performance and preparing a traditional meal for children to taste.  Santrock, (2009) Like Piaget theory, Vygotsky’s sociocultural cognitive theory “emphasized that children actively construct their knowledge and understanding through social interaction and culture”( p. 25).  

  What trapped my attention today was children’s painting.  From where I was sitting I saw a group of children surrounding the table. I saw them just looking at the paintbrush but preferred to use fingers to paint a picture. As I was looking from a distance I thought to myself so how can I support this learning experience for this group of children.  I gave them a good 15 minutes to see what will happen next but they were still using fingers to paint.  So I decided to gather some natural effects from the outdoors and get some of the children to come and help me collect the item.  Once I and the children collected some natural resource I explained to the children what these items can be used for.  I showed them once how to create a picture using these resources and just empowered them to continue painting.  I stepped back and continued to observe from a distance.  Ministry of Education,(1996) states that “An early childhood programme for young children should provide a rich bank of experiences from which the children can learn to make sense of their world and the world around them”(p.25).  

It was their choice to use what was there or they could continue to use fingers to paint.  I saw the children using the tools and really consuming their initiative to create a really awesome picture.  The natural resource was so interesting for the children to see being used as a paintbrush.  I notice that when the children were using the tools their eyes were scanning the whole tools to see how they could place the item on the paper.  The natural resource gave children knowledge that they can use whatever they want to be creative, and not only a paintbrush can be used to paint but you can use variety of resource as long you can be creative with your ideas.  Some children were using the tools as a paintbrush and some were just putting paint on the items and sticking it on the paper. 

I saw that change is a good thing for children, because when the children use the paintbrush all the time they get so board using the same thing over and over again so provide children with variety of resource to implement their creative skills and share ideas with their peers.  The natural resource was good for them because it gave them an understanding that it is okay to use any resource form the outdoor and you can make pictures out of anything.    

I was so please with the turned out of this learning experience because it made me reflect on that moment and what I was feeling from observing the children.  I enjoyed it so much that I decided to have a group hug with the children.  As I reflect on that particular time I thought about when I was growing up I did not use paintbrush, my teacher used to make me and my classmates go out and break little brunches off the trees, fetch a rock and hit the end pit of the brunches with the rock.  Once the end pit was flat and it was squashed then it was good to be used to paint.  I thought that was a great way to utilise the natural resource. Gonzalez-Mena, (2006) explain that Vygotsky’s “ZPD” Zone of Proximal Development” provides children with opportunities to help each other by scaffolding their learning. This method is strongly used in the Pacific Island culture and also through “AKO” which is the tuakana/teina relationship (pg 23).

Reference List

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4^th ed.). Boston, United States of America: McGraw Hill

Santrock, J.W. (2009). Lifespan development (11th ed.). Boston: McGraw-Hill

Ministry of Education. (1996). Te whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ana
http://anaiongi.blogspot.co.nz/2012/03/computer-27022012.html?showComment=1331983997331

http://anaiongi.blogspot.co.nz/2012/03/cooking-20022012.html?showComment=1332033394368

Rachael
http://rachy1-rachaelsblog.blogspot.co.nz/2012/03/cooking-in-outdoors.html?showComment=1332036728888

http://rachy1-rachaelsblog.blogspot.co.nz/2012/03/vaule-of-using-digital-photograph-frame.html?showComment=1332027970733

Linda
http://lynz-lynzblog.blogspot.co.nz/2012/03/at-my-centre-we-are-veryfortunate-to.html?showComment=1332031589203

Caroline
http://carolinetaukeiaho.blogspot.co.nz/2012/03/explore-discover-and-learn.html?showComment=1332029817439

http://carolinetaukeiaho.blogspot.co.nz/2012/03/our-story-using-digital-camera.html?showComment=1331793544430

Exploring the outdoor

Water play

At my centre children are encouraged and empowered to explore the learning environment however they choose to.  I do support children in making a choice and choosing own learning opportunity that will further enhance their learning and development. 

Today children explored in the outdoors, playing in the sandpit soon turned into muggy play.  One child saw the tap was dripping water and once he saw water he walked over with his bucket and filled it up and returned to the sandpit to empty the bucket of water.  Other children looked at this child tipping the water to see where he got his water from.  Started off with this one child and couple of minutes later the children were all engaged with the water.  They all took turns filling bucket or anything that could hold water like bottle caps and carried it to the sandpit.  Children continued to fill and carry water to sandpit and later the sandpit had water puddle in it.  Ministry of Education, (1996) suggest that “through exploring the physical environment, children gain increasing motor and manipulative control and skill in using tools and materials safely” (p.98).   

The children was running back and forward from the tap to the sandpit, problem solving on how much water can they put in the bucket.  Measuring the amount of water that can fit into the bucket.   I saw that the bucket was very useful to them during this period, it gave them knowledge and understanding that the bucket can be used to put things in, they could use it to carry items from one place to another.  Team work during this spontaneous moment was really interesting for me to see. I saw that when children engage in a play that is fun to    them the different strategies and knowledge are implemented.  I was so fascinated in the different skills that they all showed to accomplish the goal they wanted to achieve.  As I look on at the children they were showing leadership and perseverance through the whole interactions.  Gayle Mindes (2006) states “young children begin to comprehend the greater world through their indulgent of themselves and the individual experiences with environment” (p.104).

While I observed children during this significant moment I realise e that sometime we need to allow children to implement and discover things on their own.  We teachers sometimes assume children dispositions but not really giving them a go at implementing own play.  Fun and discoveries is the main words for children when exploring.  When the children is having fun their reasoning, discover skills are nurture and fostered through their interaction with the environment and with each other.  Referring to Rachael second post she said that she “felt rather unsure as to how the tamariki would be around an open fire. It turns out that they are far more capable and competent than even she realized”.

This is excellent because adults are always unsure on how children perform new activities so we question ourselves I hope that this is okay but that’s just adult being reflective.  MacNaughton,G & Williams, G (2009) states “placing children in nature is very important for their health and well being for all ages”(p.12).  I feel that my centre is embracing individual children needs and empowering them to choose and make choices, it’s such a positive approach to further enhance their learning and development.

 I see that the more children get involve and participate in all activities the more they develop Independence.  Opportunities for children is develop and enhance when teachers allow them to take control and build understanding that “they can be responsible for their own learning”(p.84).

 Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today      teaching and learning in the kindergarten year (pp.107-115).     Washington, DC:     National Association for the Education of Young Children.

Macnaughtonm, G., & Williams, G. (2009). Techniques for teaching young children:         Choices in theory and practice.  New South Wales, Australia: Pearson   Prentice Media.

Ministry of Education.(1996). Te Whāriki, he Whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum.  Wellington, New Zealand: Learning    Media

Cook Island Dancing

Okay how can I explain this, technology in the centre is so huge and very exciting and very interesting for me to know and understand.  First class for people, place and things we talked about technology strait away I thought here it comes I’m goner be stuck on the computer, and struggle creating something using the computer, but through the discussions it was said that technology is not all about digital device its using our everyday tools like pen, crayon exploring in the sandpit and playing on the playground.  (Smorti, 1999) States that “technology is influences from the different culture or society in which we all transpire from”.  So now I have a different understanding to what technology is all about.

This week is Pasifika week so it is a huge celebration for all high schools around Auckland and also the Pasifika community. So this whole week children in the centre are learning the Cook Island dancing and the different greetings in other Pacific Island languages.  Today I did some dancing with the children and they really enjoyed themselves.  They were all fully engaged in the whole process of shaking their hips side to side and dancing to the music that was playing on the CD player.  Children learnt to get their locomotion on the move and swing their hips to the beat of the music.  The children shared their prior knowledge and skills to teach their peers and to build on their relationship with each other through dancing.  Ministry of education, (1996) propose that “children develop a sense of awareness of own special strengths, confident and that these are recognise and valued as meaningful learning” (p.68).

Children was also teaching me how to do the hula and showing me some dance move using their hands.  It was a really great experience for me because this will be my first time teaching young children how to dance and I really enjoyed myself.  I developed more ideas on how I can make this learning experience more fun and interesting for the children.  The children and I had some really interesting conversations together during this learning experience.  I felt like a young child today because there was so much laughter and communication going on and I see the children really enjoying themselves and having fun.  It made me think to teach a traditional dance we need to use traditional resource.

pate

I realise while facilitating this learning experience that I am teaching the children a dance using a CD player I am restricting their learning to engage in the real equipment by using a technology device.  The real equipment will give them more chance to develop their fine and gross motor skills to further enhance their learning development.  They would have been taught to use their drumming skills to strum the drums (pate)  base (pa’u) and learn the traditional way of learning the Cook Island dance which is to put on a hula skirt (pareu) and have mum and dads sit on the side and support
and give you feedback on your progress.  It is so easy to just use a CD player all you do is find a song that gives you what you need, slot it in the CD player and push play, as for the real equipment it will require more people and more time to prepare just to do a dance practice for the children.  Traditional activities became classics because children use this multisensory experience to develop and practice beginning concepts and skills (Linda A. Tsantis,2003,p.7).

I see that technology is taking away children's chance to use their initiative to implement their ideas and skills.  Its is putting limits on children learning and development by giving them an easy way to learn.  Handons experience is most useful for children age 0 – 5 it gives them the experience to develop their skills to reach their stages of development.  Technology is taking away children ability to engage in the natural environment and enjoy touching the grass and playing in mud.  Children should be given an opportunity a choice to live their life and chose how they like to learn a specific skills. “Using many materials for different purposes enables children to recognise that different technologies may be used in various place and setting”(Ministry of Education,1996,p.95).  

Linda A. Tsantis, C. J. (2003). Examining some common myths about computers in the early years. Young Children on the Web. November 2003.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga o ngā mokopuna o       Aotearoa: Early childhood curriculum. Wellington: Learning Media.

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