Peer feedback for Rachael

http://rachealclark.blogspot.com/




Feedback for Rachael

Refection Two

Rachael, must have been a change for you to see a very capable and competent "T" being able to switch a computer on and know exactly what to do. I guess as you said in your reflection that the children you work with generally, are not allowed to use computers.  A change for the better I think, to give you an option of working with the older children.  They were able to show that their capabilities in high technologies was very knowledgeable.

I thought "T" had a really good idea of wanting to search on the computer the differences between a beetle and cicada, when I would have gone searching for a book for this information.  Computers are an asset for children as you've suggested, they were able to problem solve an issue that they required to do a bit of research on. Smorti states that "technology is about helping people and solving problems (Smorti, 1999).

As Bronwyn Glass (Botany Kindergarten) stated in her talk "you learn by doing with computers" and I think this is an adults fear, not a child's as noticed in your reflection.  "T" has obviously learnt by this method and been watching an adult who has been a good role model for hi.


Reflection Three

Rachael, Your photograph of the little boy using the diggers going up the ramp caught my eye straight away.  What an awesome conversation these three boys were having in the sandpit, working together as a team collaboratively.

"J" obviously was bringing his home connections into his imaginative play.  He knew that his dad used planks of wood to put the digger up onto a truck.  So he had thought about this and put these thoughts into action.

All the boys were using low technologies in a positive way that enhanced their learning experience in the sandpit.  Working together as a team to find solutions to the problems that arose and making other choices to further their playing interests.

I agree, with you that there are many different forms of technologies surrounding our day to day lives that we take for granted without realising it.  Technologies have always been there, but until having to think seriously what this actually is has broadened  my knowledge on this aspect of curriculum.

Peer Feedback for Joanne

http://joannesblog2013.blogspot.co.nz/



Peer Feedback for Joanne

Reflection Three

Joanne, what a lovely pictures you attached to your reflection. The outdoor environment covered in a bed of pink blossom leaves.  The pink just automatically drew your eye to the photograph.

Isn't it funny that "T" spoke using language that sounds very like a parents voice "Its everywhere", "look at the mess".  I wonder if this has been said to "T" at home, who then begun instantly cleaning it up.  "T" was certainly role modelling the tukana/teina concept here when the two younger children decided to copy and start cleaning up too.  They all worked well together collaboratively using low technology to problem solve the solution of clearing up you outdoor centre area.

I wonder how long it took the children to clean up the outdoor environment?  I noticed in the two other photographs the children had done a great job of using the broom, shovel and dust pan to pick nearly all the pink blossoms up, quite a hard going activity for young ones.  Well done, kia kaha children.



Reflection Two

Joanne, your title for this reflection clearly shows that a child can process and led their own learning experience.  Give them the time to think through their thoughts and they will come up with an idea to solve an issue quite easily.

When J asked to draw her farm and retrieved the coloured pencils, maybe it was the bright colours that had attracted her attention to the low technology product.  J  was able to visualise her thinking by putting her thoughts onto paper in the form of drawing.  The freedom to express herself creatively through the use of coloured pencils.

It was nice that J wanted to share her drawings with her family and was able to take her picture home with her.  I wonder if she has been for a visit to a farm, maybe this could be an extension of her interest of farm animals.  An introduction of "Old MacDonald had a farm" or some plastic animals set up for her to play with might further her interest in farm animals too.

Peer Feedback Natalie

http://natsworld2013.blogspot.co.nz/2013/08/reflection-3-20082013.html


Feedback for Natalie's Reflections


Reflection Two

Natalie, the awesome transcript drew my eye to this reflection about the spade.  The boys were certainly engaged in the use of low technology being the spade. 

Working together as a team, using communication effectively to make an experience an achievable goal they were heading towards.  Taking the led in their own learning experience and problem solving where necessary to get the job done quicker.  Great to see children in the outdoor environment engaging in physical activity that promotes gross motor skills.  Sometimes we forget that there are many different types of technologies that can be used and with our world becoming such a fast pace one often take the outdoors for granted.

The sandpit I feel is always an area of curriculum that children are drawn to.  I hope this does not change with the way the world is heading using high technologies, it could soon be one area of play that fades out.



Reflection Three

Natalie, your awesome photograph of this lovely piece of artwork drew my eye to this reflection straight away.  Beautiful colours and design work in shimmering effects.

I think the photocopier is a little piece of magic for children especially as mentioned in your reflection it made S feel so much better that she could still have a physical piece of her art work.  Processing her thoughts clearly showed that she was able to problem solve the issue of somehow being able to take her art work home still.  Smorti states that "technology is about helping people and solving problems" (Smorti, 1999).

All children want to take their end products home of what they make during the day and I loved how you explained that her special piece of art work as for a large wall display.  Providing the use of technology for S to photocopy her artwork and letting her use the machine herself was a great teaching strategy in taking her mind off from the fact that she wasn't able to take her original artwork home.

Peer Feedback Erika

http://erikasblog2013.blogspot.co.nz/


Feedback for Erika's reflections

Reflection One

I just loved the photograph and your transcript of the two boys talking in this reflection.  It reminded me of the mitre 10 advertisement on television with the two kiwi boys asking an Australian boy to help them out over the weekend.

Both boys were really engaging in their use of tools and collaborating together in their building on the carpentry table.  I like that the two boys were outside engaging in low technology use, it seems maybe the age could have had a part in this.  It's nice to see children outside in the natural environment whilst technology has become such a big part of early childhood education sometimes we forget that there are many other types of technologies.  Do these boys engage in high technology use, or are they still quite young that they prefer to use low technologies, I wonder?

They certainly were totally absorbed in what they were doing with the hammer and saw, working proactively leading their own experience.  As I look at the photograph of the two boys I can see that they have built a good relationship together and trusted each other in what they were trying to achieve.


Reflection Two

Erika, I can relate to this reflection really well as in my kindergarten they also still use a stereo system that is played daily at the request of the children, maybe not Katy Perry but certainly a lot of Irish music.

I agree, about using the correct words to access technology terms.  This creates a better understanding of what the technology is that children are using and how it functions.  As Smorti states "technology is about helping people and solving problems" (Smorti, 1999).  This is exactly what the children in your centre are doing, they want to dance so by having you put the stereo on, solves there problem.  They want to dance, dance and dance some more, through the use of high technology to express their feelings through music.

What next?  As you've mentioned what will the children say when music needs to be played through the use of an ipad?  I don't think it will make much difference where the music comes from as long as they can still hear it and able to dance along with it.

Final Reflection - 2nd September 2013

Final Reflection

The feedback I received back from my peers was all positive and quite assuring that my ability as an educator to facilitate when necessary children's learning experiences are heading in a positive direction.  By just observing and letting children led their own experiences through the resources chosen by themselves, allows them to take ownership of their learning.  Te Whariki states that children develop awareness of their own special strengths, and confidence that these are recognised and valued (Ministry of Education, 1996). 

The suggestions of furthering my chosen technology choices from my peers have all been noted and in the past week a couple of these have taken place.  Especially the suggestion of Joanne's where she mentioned that the children could use water as a substitute for paint and bigger brushes to use on the fences and outdoor equipment.  The kindergarten has professional paint rollers and the children decided to fill up the water trough and started to literally dunk the rollers into it to use for painting the fences and the playground equipment.

Erika's mention of furthering a group of boy's interest in the use of tools was another experience that has been implemented through the use of hammers and saws at the carpentry table.  We have a male mentor that comes in once a fortnight and makes items of interest that the children have discussed what they would like to see in the environment.  Role modelling the proper techniques of the use of tools gives the children a greater respect for the outcome of their work when involved with working with the male mentor.  The New Zealand Curriculum states that "an understanding of material properties, uses, and development is essential to understanding how and why products work the way they do (Ministry of Education, 2007).

Smorti states that "technology is about helping people and solving problems" (Smorti, 1999).  When technology is used creatively with a purpose it can meet the needs and expectations through a product, plan or surroundings.  Children are able to experience and enjoy the many advantages available to them in using low and high mediums of technologies.  Whatever they choose to engage in offers them a chance of discovering new knowledge and skills that can be developed further.  Using the knowledge and skills from technology children are able to find many ways of coming to a solution.  Smorti states that "it is the doing that is important, rather than the product" (Smorti, 1999). 

Meaningful experiences are created for the children from the use of varying types of technologies of their choosing.  When incorporating these types of mediums they are often making connections and expressing life experiences that they can relate to.  Interacting with their peers enables many opportunities for the use of low and high technologies that are proactive in relationship building.  Learning to share and negotiate for turn taking of technologies is a way of problem solving and communicating.  Te Whariki states that children develop "the capacity to discuss and negotiate rules, rights and fairness (Ministry of Education, 1996).

Through the use of all of the technologies available to children in early childhood settings they become aware of one's abilities through persevering and resiliency that they are capable and confident learners.  Children with the learning of new knowledge and skills are able to contribute to the planning of the day to day curriculum.  Encouraged to work together collaboratively with peers and educators by problem solving and exploring new possibilities.