quietasamousemarilyn

Sunday, 26 August 2012

other references

Reference List

Bronwyn (22/8/12). Personal communication. People, places, things and events class.

Craft, A. & Jeffery, B. (2004). Creative practice and practice which fosters creativity. In L. Miller & J. Devereaux (Eds.).Supporting children’s learning in the early years (pp. 105-112). London, great Britain: David Fulton.

Cremin, T. , Burnard, P., & Craft, A. (2006). Pedagogy and possibility thing in the early years. Thinking skills and creativity. Science Direct. (pp108-119 ). Online at www.sciencedirect.com doi.10.1016/j.tsc.2006.07.001

Curtis, A. & O’Hagan, M. (2003). Play Care and education in early childhood: A student’s guide to theory and practice. (pp.110-129). London: RoutledgeFalmer.

Edwards, C, & Springate, K. (1995). Encouraging creativity in early childhood classrooms. Eric Digest. ED389474 www.eric.ed.gov

Elkind, D. (1999). Educating Young Children in Math, Science, and Technology. Retrieved on 3 August, 2012. From,

http://www.project2061.org/publications/earlychild/online/context/elkind.htm

MacNaughton, G. & Williams, G. (2004). (2^nd ed.) Techniques for teaching young children; Choices in theory and practice. Frenchs Forest, New South Wales: Pearson Prentice Hill.

Ministry of Education, (2007). The New Zealand curriculum. Wellington, New Zealand. Learning Media Limited. Retrieved August 2012, from

http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Key-competencies

Ministry of Education, (2007). New Zealand curriculum. p 32. Wellington, New Zealand: Learning Media Limited.

Ministry of Education, (1996). He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, early childhood curriculum .Wellington, New Zealand: Learning Media Limited.

Murphy, K., De Pasquale, R. & MacNamara, E. (2003). Meaningful Connections, using technology in primary classrooms. In, Beyond the Journal, young children on the web. November 2003. Retrieved 3 August, 2012. From, http://www.naeyc.org/files/yc/file/200311/TechInPrimaryClassrooms.pdf

Pohio, L. ( 2006).Visual art; A valuable medium for promoting peer collaboration in early childhood contexts. In Early Education. Spring Summer (2006).(40). 7-9

Reineke, J., Sonsteng, K., & Gartrell, D. ( 2008). Nurturing mastery motivation: No need for rewards. Young Children. November. National Association for the Education of Young Children. .89-96

Santrock, J. (2009). Life-span development. (12^th ed.). New York, NY: McGraw-Hill Higher Education.

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

Tangaere, A. R. (1997). Maori human development theory. In T. P. Whaiti, M. McCarthy, & A. Durie. (Eds.). Mai i rangiatea, Maori wellbeing and development. (pp.46-59). Auckland, New Zealand: Auckland University Press with Bridget Williams Books.

Visser, J. (n.d.). Process, enjoyment and participation: Reconceptualising the educator’s image of the infant and toddler as artist. Auckland, New Zealand: Manukau Institute of Technology.

Young, S. (2003). Issues and contexts. In, S. Young. Music with the under fours. (pp 6-21). London, Great Britain: Routledge Falmer.

http://www.smittenandhazel.com/wp-content/uploads/2012/01/diy-multiuse-cup1.jpg link to scissors and glue gun clip art.

Links to comments

Sunday, 19 August 2012

Our iPads are always in demand; we usually limit them with a timer, either 5 or 10 minutes at a time.

When I’m positioned in the main room it has been up to me to set the limit. Thursday, I was keeping track of who wanted a turn, using the chart for computer turns, at the same time our interactive white board was up and running. We had to order another pen to use on it, ( the casualty of children’s misuse), now with it going again there was lots of activity, not only that but a computer screen that takes photos was also being used.

There are several popular games on the iPads, Including building with Leggo, puzzles, colouring in, audio stories, songs, and a few other selected maths programmes, such as matching and sorting. A popular game called copy cat, this game has a cat that copies everything the child says, in the same tone and style of the child, this is very amusing for children as they practice various comical sounds, laughter, and other sounds. Previously I’ve fluctuated in my thinking about giving guidance on use of these technologies, how much is too much?

This learning was taking place socially as children worked alongside each other. The child whose turn it was did not mind his friends using the screen too. I realised that this was very similar to our group trying to set up the blog, how we needed Sharon to help and guide us initially, then later after our own trials, we asked each other, and then I was still needing more help from those in the group who knew what to do.

I’ve gone from insisting children have their “own” turn , to relaxing about shared time for several reasons. 1. I’ve noticed how many new users struggle to make sense of the iPod when they initially use it, other children take to it like a duck to water. The observers are learning from the users. 2. While observing some friends watching on and joining in on play with the iPod, taping the screen and moving it, I noticed the interactions and camaraderie taking place. Here was an opportunity for development and exploration of social concepts, rules of behaviour in a group and social understanding with their peers (Ministry of Education, 1996, p.91) And just as we had to ask each other questions about how to? (use the blog) children also engage in what if,” try this” ! and “no,no this one this one”! to help each other. As well as these skills, these children were also learning to use the technology tools from each other.

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

Reflection 3 – The Glue Gun - and Scissors.

I was in the art room, covering for a lunch break, the glue gun is set up, X is making a long sword, using coloured ice block sticks, he has been making swords and weapons for several months, lots of boys are inspired by his designs, when he has finished putting the final touches on his “sword” he announces “look , I made a sword gun “ and in response to my question announces “ its just a sword gun, hold like this” holds the sword gun upright in front of his chest. In response to my query, what will you do with it , he replies “just this “and leaves the art area to find his mates, inspired by his creation , some other boys come to “make a gun”. They stand around each other ready to use the glue gun, taking turns to glue pieces of stick together, before leaving to use these tools outside. It is not long before they are back to do some mending.

A has asked me for some help to make a mask,” can you make it?” we look through a book , even though she continues to tell me she can’t, my response is to tell her that “I usually need to get my ideas from looking at something else, so lets, look together, what is your plan, do you have some ideas? ”, “ glue gun it “ we keep looking through the pages, seeing a heart she changes her mind, with a request “ can you draw it” making out with my finger on the paper, suggesting ways to try, then A keeps looking through the magazine, and as I move back to sit further away, A finds the mask page and begins to be inspired... selects her crayon colours, draws the circle for the face, eyes and nose, and proceeds to cut expertly round the face shape, stops when she remembers it needs ears, adds them and whiskers “like a cat”.

At this point P arrives and watches A cutting, he picks up the crayon, marks the paper, then using the scissors, attempts at cutting, watches A opens and closes his hand over the paper but it doesn’t continue cutting, watches a for a few moments then tears his paper. P is new to the centre and preschool environment, while he is very articulate within our environment; he is still making an emotional adjustment to being away from mum. It is good to see him exploring what is a challenging activity;(Ministry of Education, 1996), he would not be exploring new areas of play if he was not feeling comfortable. A is oblivious to P’s scrutiny, when he asks what you doin? A looked up surprised and said “ I’m making a cat mask”!

Looking through the lens with technology on the brain, creativity? or both! It’s hard to see them separated in this context, not because this event is happening in the art room, but the active thinking that takes place, to utilise a tool to solve a problem, seeking out an answer to support their own understanding, developing confidence to extend on their own perspectives and acquire new knowledge ( Smorti, 1999). P watching A, Was he challenged by the experience, when the scissors were not doing the cutting, storing information for later use.

A needed some reassurance to take the next step. Inspired by the book, or, challenged to work it for herself to extend her own understanding? A did complete her mask, selected tape to anchor her string to the paper, asking me to hold the end while she cut it. The boys solved their problem when their weaponry needed mending, coming back inside to repair.

From the technology perspective, the tools helped to do a task, and solved a problem of” what action will I take” (Smorti, 1999). Creatively; the process of thought, was thinking and making connections with their peers, being inspired by ideas (Cremin, Burnard, &Craft, 2006).

Cremin, T. ,Burnard, P., & Craft, A. (2006). Pedagogy and possibility thinking in the early years. Thinking skills and creativity. (108-119). :Science Direct. www.sciencedirect.com doi:10.1016j.tsc.2006.07.001

Ministry of Education, (1996). He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, early childhood curriculum .Wellington, New Zealand: Learning Media Limited.

Smorti, S. (1999. Technology in early education. Early Education. (19). Autumn. (5-10).

Wednesday, 8 August 2012

Using the microscope

Reflection – 2/8/12.

The microscope becomes a tool suited for the job of studying items of interest (Murphy, De Pasquale, Mac Namara, 2003).

I brought a dead weta into the centre to put under the dolphin microscope; thinking to follow a particular child’s(R) interest in insects. Previously we had been going on snail, worm and slug hunts around the centre garden. When R, arrived at the he was reluctant at first, there was a fascination but ‘I don’t want to touch yet’ approach, other children came to see what we had, to look, touch. With prompting and reassurance from me R looked and also touched the leg spikes. One of the more confident children put the weta on the slide, adjusting the lens, and moving it around. R looked through the lens too, moving the lens in and out of focus, later returning to show off the weta to other children.

It shows me, while one child is following his interest, it drew in the curiosity of others; including others, doing things together (Ministry of Education, 1996) some with more knowledge by using the microscope. In this way contributed to each other’s learning opportunity.

The microscope has the ability to take photos of the item on the slide, and one child took a photo, which came up on the computer screen. When R showed other staff the weta, one member went to the centre library and found a book about weta, for the children to read. Read more about Weta http://www.doc.govt.nz/conservation/native-animals/invertebrates/weta/

As I handed the weta over to the children’s control, I noticed my thoughts; the thought that they would be rough with the weta and it would begin to break up. Moving the microscope out of focus made the image blurry to see, the challenge to allow the experimentation and draw on the knowledge of the whole group. I know I believe we should take care of the living and the dead however children should also have experiences to learn.. The weta travelled from my place to centre to the microscope slide, was photographed, travelled around the inside of the centre on a piece of paper in one piece, until later, as it was doing the’ tour’ outside, it was in pieces.

My comment was on the tip of my tongue, “try to remember gentle handling “ I’m thinking take care of the weta,... but it’s dead already!, maybe the broken bits can be looked under the microscope individually any way the children want to.

Technology, what is it, how to incorporate aspects into the learning setting? Although similar to science, technology answers the how can we do this question, and becomes part of creativity therefore helping to solve a problem, (Smoti, 1999). A much wider definition helps to demystify technology by allowing us to think of the help that technology has in our everyday lives, from the simple such as scissors to the complexity of computers and software.

How is the microscope beneficial for children? The children were in control of the microscope, I noticed that I moved in to adjust the focus several times. Was this my protectiveness over the dead weta? Or, was it control over the situation? Occasionally, if there was a comment, I can’t see! I moved into adjust the focus, but there were times when I moved in anyway; telling the children the dial is for getting the image to be clear, in focus.

The microscope became a tool for further study of the weta, the enlargement of various body parts enabling the children to see a clearer picture of the weta. There were opportunities for children to socialise as they discussed the weta size, asked questions, and overcame their fearful emotions to be curious and explore the weta further. Sometimes we can be so focused on the result that we overlook the learning which is happening during the process. Today there were lots of social connections being made with one another and the environment. Taking turns, observing one another are the opportunities of peer interactive learning and teaching experiences (Eklind, 1999). The learning of the inexperienced person from the more experienced, has the principle of ako where the core value is love and care for one another , and known as tuakana teina (Whaiti, McCarthy, & Durie, 1997).

Reference List

Elkind, D. (1999). Educating Young Children in Math, Science, and Technology. Retrieved on 3 August, 2012. From,

http://www.project2061.org/publications/earlychild/online/context/elkind.htm

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

Murphy, K., De Pasquale, R. & Mac Namara, E. (2003). Meaningful Connections, using technology in primary classrooms. In, Beyond the Journal, young children on the web. November 2003. Retrieved 3 August, 2012. From, http://www.naeyc.org/files/yc/file/200311/TechInPrimaryClassrooms.pdf

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