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.
No comments:
Post a Comment