Ring, Ring..."Hello"...Click, Click...

Technology is pervasive in our modern way of life, whether we are at home, at work, on the road or in the classroom, we cannot function effectively without technology.  Smorti (1999) states that “technology is a creative, purposeful activity aimed at meeting the needs and opportunities through the development of product, systems or environments” (p. 5).

In modern communication, we need the telephone and the computer. Without either of them, communication will be slow and inefficient. Practically every household in New Zealand would have a landline, a cell phone or a computer. Most of them have all three.  It is common to see people talk on their cell phones while they walk, rest in the park, or even drive. Seeing the world around them, young children do likewise with improvised or toy cell phones to simulate communication in their imaginary play.  Some do ‘texting’ on these improvised or toy cell phones.  It goes to show how far modern technology has influenced human behaviour.

The computer has become so much a part of our routine life that we cannot do without it.  As Fleer & Jane (1999) wrote “computers provide a powerful tool for achieving information storage, retrieval and communication” (p. 100). Computer technology is increasingly becoming an important part of our early childhood curriculum.  Acquiring the skills to use the computer not only promotes children’s cognitive and language skills, but it can also “promote the development of a broad spectrum of intelligences” (Catron, 2003, p.164).  Computer technology has made possible the use of multimedia technology in the early childhood curriculum. Because it is so versatile, the opportunities are tremendous.  “Computer experience should tap children’s potential for imaginative, creative, and emotive as well as logical and empirical thinking” (Bowman & Beyer, 1994 as cited in Catron, 2003, p.164).

Seeing how powerful computer technology is, we as teachers can promote the use of developmentally-appropriate technology in the classroom by using the computer as  opportunity for play and exploration, for developing social relationships, for increasing children’s communication skills, and for supporting the construction of knowledge (Catron, 2003; Haugland, 2000).

In our centre, children have access to equipments such as keyboards, telephones, calculators and even an electronic typewriter.  They use these equipments for pretend and imaginary play to simulate how adults use equipments at work, for example, the check-out counter, the office, the clinic, the workshop, etc.  In the process they develop an “understanding of the links between the early childhood education setting and the other settings that relate to the child, such as, home, school, or parent’s workplaces” (Ministry of Education, 1996, p. 56).  They also develop a body of “knowledge about the role of the wider world of work, such as the hospital, the supermarket...”as mentioned in the Belonging Strand, Goal 1 (p.56).  In our centre, Pro-Activ or Smart boards (computer-linked electronic ‘blackboard’) are used to help children acquire learning from various educational internet resources.  The teachers would access the websites for age-appropriate software and graphics would be displayed on the Pro-Activ board for the children to have fun working  with a magnetic pen.  Through technological fun play, children learn and are “encouraged to talk about their play and to develop reflective skills” (Ministry of Education, 1996, p.85).  

Reference List

Catron, C. E., & Allen, J. (2003). Early childhood curriculum: A creative play model. (3^rd ed.). New Jersey, United States of America: Merrill Prentice Hall.

Fleer, M., & Jane, B. (1999). Technology for children: Developing your own approach. New South Wale, Australia: Prentice Hall.

Haugland, S. (2000). Computers and young children. Illinois, United States of America: Clearinghouse on Elementary and Early Childhood Education.

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

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.

Children watching a You-Tube clip on the Pro-Activ board

This child used the keyboard to simulate the check-out scanner

Surfing the internet for information

A ‘doctor’ busily typing his prescription

J ‘texting’ his dad

Working in the office

Technology in the Sandpit

Today, as part of setting up outdoor activities for the children at the centre, I placed a new toy digger in the sandpit together with some pails and spades.  The children very quickly spotted the toy digger and they all wanted to play with it.  As it was new and popular, the children had to stand around and wait for their turn.  I was there so that I could interact with them.

Child A was first to play with the digger. He mounted it and with his legs he tried to move it around the sandpit.  When he had finished, another child, M, took his turn.  Child M’s action soon caught my attention.  I noticed that he was trying to manoeuvre the digger’s arm as though to scoop up some sand and to transfer it to another spot.  The digger arm did not seem to move as he wanted it to, so he tried ways to manipulate the handles in attempts to get the arm moving.  It was obvious that Child M knew the key function of a digger.  Later in the day, I talked to Child M’s mother and learned that there was some construction work going on at his neighbour’s place where a digger was used to remove some building materials.  His mum also told me that Child M would watch the work from his windows for a long time.  At the centre, he was experiencing an environment where connecting links with the wider world are affirmed and extended (Ministry of Education, 1996, p.56).

I observed another event at the centre.  This time it was a pulley that was installed above the sandpit.  Child U was seen pulling the rope to lift up a pail filled with sand.  Although he was using the pulley, he was having some difficulty lifting up the pail of sand.  I watched attentively to see how he was going to find a solution to the problem. Then he took a few steps backwards and pulled the rope. This time he was able to lift the pail of sand without much effort. The incident has demonstrated that Child U was able to use problem-solving skills. Although he did not understand the physics of it, he had displayed some common sense judgement that by moving further away from the load, he was in a better position to lift it up. He was expressing spatial awareness.

Through these activities in the early childhood setting, the children are acquainting themselves with the basic technology of equipment around them such as the digger and the pulley. According to Mawson (2010),  the “major influence on the children’s developing understanding of technology was their home experiences” (p.12).  They have gained an impression of what they have seen outside of the centre. Then they try to practise it by way of simulation.     Through what they do, they are experimenting, investigating and learning the differences in pushing, pulling, lifting, holding and dropping (Eliason & Jenkins, 2003).  As a further step to extend the children’s learning, I can show them video clips and books on how various technological tools and equipments are used to perform their respective functions.

Reference List

Eliason, C., & Jenkins, L. (1999). A practical guide to early childhood curriculum. (6^th ed.). New Jersey, United States of America: Merrill Prentice Hall.

Mawson, B. (2010). Children’s developing understanding of technology.  International Journal of Technology & Design Education, 20 (1), pp1-13.

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

Food Technology

When we hear the word ‘technology’, straight away we think of machinery, equipment, apparatus, instruments, computers, tools, etc.  What about food technology? Well, it is a specific branch of technology that focuses on the processes involved in the preparation and manufacture of food. It encompasses the ingredients, materials, food processing and cooking equipments and the manner of preparing the end product that is, food. That said, food technology is an interesting and attractive topic that forms a huge part of the early childhood curriculum. Children simply enjoy it.   Smorti (1999) has put it aptly that “process cooking” is a purposeful, technological activity which meets children’s learning needs (p.6).

Our early childhood centre looks after children from different ethnic groups. It is therefore natural for us to teach food technology with a multi-ethnic flavour as this is in line with our anti-bias curriculum.

Today, I was demonstrating to the children how to prepare Chinese dumplings and explaining to them the various steps of making a dumpling.  Not many of them were familiar with Chinese food.  Being a novelty item to them, most of the children were enthusiastic and attentive.  Some sat around the table and those without seats stood around to watch and observe.  First, I showed them the pre-seasoned chicken mince which I bought from the supermarket. The process of mincing chicken meat was explained to them by showing them pictures downloaded from the internet. Next I showed them a piece of flour pastry.  I told them it was a piece of ready-made pastry, a processed food. I explained that one can make many pieces of pastry from dough formed by mixing flour with water, then flattening and rolling it out into a large piece of pastry and finally cutting it up into many smaller pieces.

Each child was given a turn to stir the ingredients and then to pass on the bowl to the next child to do likewise. They were learning about turn-taking.  I showed the children how to wrap the pastry with the ingredients in it and to seal the edges together to form the shape of a Chinese dumpling.  The dumplings were collectively boiled in an electrical cooker filled with boiling water. 

All these processes are part the food technology experience for the children to learn how to prepare a food item which is different to what they are accustomed to in their own respective cultures.  Through this exploration, they develop “some early concepts of the value of appreciating diversity” (Ministry of Education, 1996, p. 66). 

From the hands-on experiences and what is shown and spoken to them, the children learn that using a grinder, chicken meat can be turned into mince. Food material, flour, can be changed into pastry by mixing it with water. The children also learned that when fully boiled, raw ingredients wrapped around by pastry can become edible food. Here children have “opportunities to explore and discuss how things change and how they can be changed” (Ministry of Education, 1996, p. 91).

They also learned about safety precautions when handling sharp objects or when they are near to hot objects. This is in line with Well-Being Strand, Goal 3 which states that “children develop increasing knowledge about how to keep themselves safe from harm” (Ministry of Education, 1996, p. 52).  They learned about the importance of hygiene when handling food. All these lessons relating to food technology will reinforce what they are being taught at home about food safety and hygiene (Gonzalez-Mena, 2008; Ministry of Education, 1996). 

Other food processes and processing equipment can be explained to the children. A simple one will be to show the children how fruits can be turned into juice by using the juice extractor.  An organised trip to a food processing factory would be well received and this  would certainly enhance their learning even further.

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.

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

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.

Our Auto Mechanics

On Friday morning at the playground, I saw a group of boys playing with a ‘truck’.  When I moved nearer to take a closer look, I noticed that they were using different tools such as the hammer, screw driver, measuring tape and pliers to work on it.  Being curious, I sat down at a corner to watch and observe what they were doing.  Soon, I realised that they were playing the role of auto mechanics, trying to fix and repair the truck.  One boy laid down on the floor and tried to look underneath the truck.  Another was applying the screw driver to the wheel.  They were busily working on their respective tasks. 

I asked them an open-ended question “I wonder what you boys are doing?”.  One of them replied “Emily, we repair the truck”. Another quickly joined in and said “It is not working”.  “Oh, I see.  So, how do you fix it?” I asked. The boys started to demonstrate to me what they were doing.  One boy showed me how he hit a spot at the back of the truck with his hammer, simulating panel beating.  Another tried to look underneath the truck, checking for the problem.  As they worked, they talked to each other.  Child D even took the role of the leader (boss) and gave instructions to the rest.  They even had a trial run.  Child D shook his head to convey to the rest that the repair job was not okay and they all went back to bang on the truck again.  They worked together on the truck for a considerable period of time.

From this incident, it is obvious that these boys have witnessed vehicle repair scenarios.   They might have gone to a repair workshop with daddy or mummy to get their cars fixed.  They could have learned about the work of a mechanic from the television, internet or from magazines or from a family member who is a mechanic. Their actions and role playing are indications that they do have ideas about car mechanics.  

Our aspiration as educators is to support children to develop a sense of themselves as “competent and confident learners” (Ministry of Education, 1996, p.9).  It is clear that children’s interest and curiosity in a subject can motivate them to explore and develop fine motor skills. In working together, they learn to communicate and connect with their peers, and they develop social skills. They learn to relate to each other and they also learn to connect what they do with the world and events around them (Catron, 2003; Bruce, 2005; Gonzalez-Mena, 2008; Ministry of Education, 1996).

As an educator, I am empowering the children’s development by providing them with opportunities to further enhance their interest in vehicles and motor parts.  In response to their keen interest, I would like to consider the possibility of allowing them to view the various parts of a car by opening up the bonnet. And in doing so, I would stress the safety precautions that they need to observe, for example, to make sure that the bonnet is securely supported so that it does not slam down. To further extend this experience, I intend to invite a mechanic from within the community to come and speak with the children regarding the basic parts of a car - such as the engine, radiator, battery, etc and their respective functions.

Through all these, the children will step by step build up a body of knowledge of the world around them.  They would also be more aware about problem solving, asking relevant questions and acting out roles which they encounter in their everyday lives.  These children are exploring and finding out about their environment, people, places, things and events that have significance in their lives (Allen, 2002).

Reference List

Allen, P. (2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.

Bruce, T. (2005). Early childhood education. (3^rd ed.). London, United Kingdom: Hodder Arnold.

Catron, C. E., & Allen, J. (2003). Early childhood curriculum: A creative play model. (3^rd ed.). New Jersey, United States of America: Merrill Prentice Hall.

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.

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

Learning to create a blog account

Wow, I have just created my own blog account.  The instructions are so simple and easy to follow.