Contributions to other students' blogs and the course blog

2 contributions to course blog and 5 contributions to other students' blogs:

Comments on Course blogs

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1302902889526#c7180299673656560470 (This contribution is not appearing on Tamar's blog, so I append it below for easy reference)

Children are highly curious and their learning is extended and expanded as a result of their curiosity and their inquisitive minds.  Little Zoe is at the stage when she is both curious and inquisitive.   She would enjoy exploring the various parts of the vacuum cleaner, pulling at the electrical cord and pushing the machine around, developing her motor skill.  In the first photograph, her focus was on the electrical cord.  When Mum Tamar moved the vacuum cleaner, the cord would move along and she must be wondering why it was moving all the time.  In the second and third photographs, she was playing with and exploring the external parts of the vacuum cleaner, touching and feeling the machine.   Probably at this point, the vacuum cleaner was still warm as it had just been used by mum.  Zoe was having ‘hands-on’ experiences. 

Mum could extend Zoe’s learning by demonstrating to her how the machine works. For instance, she could place marbles all around Zoe and then use the vacuum cleaner to suck them up.  She could then ask Zoe “Where have all the marbles gone?”   At this juncture, mum could open up the compartment to show her where the marbles have gone to.  At her present age, little Zoe might not know how the vacuum cleaner functions. However, this demonstration would leave an impression in her little inquisitive mind to make her want to explore further.  In time to come, she would learn more about the vacuum cleaner. As Fleer & Jane (1999) have stated, children’s experiences in technology begin at home.

Reference List

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

http://tamarwk.blogspot.com/2011/03/martin-robot-man.html?showComment=1302903201075#c4941665859720181905

Comments on other students' blogs

http://prakashvandhana.blogspot.com/2011/04/building-and-innovation.html?showComment=1302903830842#c8509129476891244767

http://rajapra5ad.blogspot.com/2011/04/creating-own-learning.html?showComment=1302904130296#c8921596199361969143

http://mindycc.blogspot.com/2011/04/baking-time-yummy-chocolate-cake-by.html?showComment=1302929879196#c6267834410778323675

http://kidzsavvy.blogspot.com/2011/04/woodwork-technology_13.html?showComment=1302918582479#c1786045919887522749

http://multiplyland.blogspot.com/2011/03/exposing-children-to-technology-is-it.html?showComment=1302902430962#c554812584625184054 (This contribution is not appearing on Annie's blog.  I append it below for easy reference)

Computer education in most childhood settings is not predominant in the curriculum. It plays only a small part of it. A valid concern is the appropriateness of the software made accessible to the young children. On the other hand, not to allow access to the use of the computer would deprive the children of computer hands-on skills and the information that can be obtained from surfing the net. To allay concerns about access to undesirable information, teachers can look into the use of access blocks in addition to direct supervision over the children using the computer at the centre.

We know that when used appropriately, information technology can enhance children’s cognitive and social abilities (Catron, 2003).  Moreover, it is the aspiration of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa that “learners in ECE services should have....enhanced learning opportunities through the meaningful use of ICT [and also to] broaden their horizons by exploring the wider world” (Ministry of Education, 2009, p.2). The computer is not replacing any part of the curriculum but the computer is to be integrated into the existing curriculum. Any issues of associated risks could be dealt with by implementing a cyber safety programme, which is the safe and responsible use of ICT (Netsafe, 2008).

We should be guided by Bruner’s (1977) statement that “learning should not only take us somewhere; it should allow us later to go further more easily” (as cited in Bruce, 2005, p. 35). Essentially it means we have to enable our children to progress and this can be assisted by the controlled and appropriate use of the computer in early childhood education.

Reference List

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.

Ministry of  Education. (2009).  Information and Communication Technology (ICT).  Kei tua o te pae: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media.

Netsafe. (2008).  Netsafe Kit for ECE. Wellington, New Zealand: Ministry of Education.