Reflection Three: Children's experience with Laptop Computers

The children in our centre have a unique fascination with digital technology and one major aspect which is of great interest to the children is the centre lap-top computers. There is no specific ‘functioning’ computer for the children to play on, although the centre have recycled parts of computers such as keyboards and computer monitors. When the children have their free-play, a number of children are guaranteed to be found exploring the experimenting with the computer components. 


 An observation that I made in my centre was of one of the educators who had brought in her laptop computer to share to the children, as we had noticed the children’s increasing interest in the piece of equipment. The useful thing about the laptop computer is that it is accessible at any time, portable, convenient and suitable for bringing down to the children’s level. When the educator interacts with the children using the laptop computer, the children’s attention is immediately drawn to the machinery, as each child’s interest in the laptop is acknowledged with a turn to explore and investigate the countless education software programmes that the educator had installed. Each child examines each of the keys on the keyboards, as they further their exploration through fiddling with the mouse.

 The Te Whaariki Curriculum (Ministry of Education, 1996) suggests that in order for children to become confident and capable learners in this world, they are required to experience and attain an ongoing understanding of new knowledge and skills. By enabling children the opportunity to use laptop computers, we as educators are responsible for reaching out to the children’s need in adapting and understanding the persistent changes in the world and technology (Smorti, 1999). 


For myself as a growing educator, I want to help support the need for children to contribute to these learning experiences through allowing them the chance to explore, make decisions for themselves and feel that their contribution is valued by both educators and their peers (Ministry of Education, 1996). This could be done by enabling the children to learn to take turns on the computer, while during their turn, they are able to select any learning program that they want to do by using their decision-making skills, as well as having the comforts of enjoying their program in their own time and space. 


When a child is exploring and discovering the computer keyboard, they are not only experiencing it physically through their sensory-motor skills, but are also experiencing a visual representation of numbers and letters. In addition, through using laptop computers in children’s learning and development, I feel that this would help capture their focus on essential learning needs, allowing them to stay interested in their learning, at the same time building on their knowledge and learning of different materials and concepts of their educational needs. It is vital for us, as educators, to attain the necessary knowledge and skills that are required to enhance and promote the learning and development for children in technology, in this case, computer laptops. By doing this, we are helping “enhance the teaching and learning process”, (Tsantis, Bewick & Thornton, 2003, p.3) through having the proficiency to extend on the children’s interests and knowledge of computers laptops, as well as encouraging children to master it’s techniques, tools and methods efficiently.


 I feel that in providing learning experiences that consist of using the laptop computers in my centre, the educators and I are accountable for presenting relevant learning programs and software for the children, also guiding and supporting their learning and usage of the equipment, in regards to their safety and time-management while using the laptop computers (Tsantis, Bewick & Thornton, 2003). Tsantis, Bewick & Thorton (2003) go on to suggest that this is a vital necessity for educators, as selecting appropriate software can have a major effect on the active learning and development of children.


Reference List:
Google image. Image of computer keyboard with numbers and letters. Retrieved from http://alignedleft.com/blog/wp-content/uploads/2008/06/macbook-keyboard-by-jason-michael1.jpg


Google image. Image of cartoon laptop computer. Retrieved from http://images.crestock.com/30000-39999/38316-xs.jpg


Google image. Image of child with laptop. Retrieved from http://www.niea-online.org/files/NIEA/girl_on_laptop.jpg


Ministry of Education. (1996). Te Whaariki: He Whaariki Matauranga mo nga Mokopuna o Aotearoa:    Early Childhood Curriculum (pp. 84-90). Wellington, New Zealand: Learning Media Limited.


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


Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

Reflection Two: Data-Collection Tables: Non-Digital Objects - Magnifying glasses

One of the most important concepts of development and learning that we try to facilitate and encourage children to make use of, is their exploration skills and discovery of new materials and tools within the centre and through their play. In encouraging the children to utilize these skills that they attain, we as educators within our centre hope to help give them the confidence to go out into their environment and make sense of the world in their own way, expanding on this through using these tools and materials to enhance their exploration (Hachey & Butler, 2009). To support these skills in the children, we like to arrange and set-up data-collection tables around the centre, where they can be made available for the children when they are ready to use them. Within these data-collection tables, we would include non-digital tools and materials for them to use, such as measuring tapes, rulers, scissors, thread, pens, paper, protractors, etc. This includes a major interest for the children in our centre, which are magnifying glasses, as they like to find things within and around the centre to observe, using an enhanced view through it.

In my centre, we not only like to support the children's ability to make use of the readily available digital technology around them such as computers, digital cameras, laptops, etc, but we aim at encouraging the children to take advantage of the non-digital technology that is also accessible to them around the centre, which could easily be manipulated at their best interest. This can also enable them the opportunity to have their own sense of control over their body movements and how to make use of the non-digital materials, encouraging them to use their initiative and creativity to find ways in which they could exploit and utilize these tools, at the same time, embracing the wonders of exploring different non-digital tools (Ministry of Education, 1996). 

For example, as a result from various observations within my centre in preparing these data-collection tables, the children especially love to explore with the magnifying glasses. In the course of uncovering the different aspects and uses of the magnifying glasses, the children learn to make sense of their play through hands-on experiences and using the magnifying glasses to investigate and discover things in their own way (Arthur & Beecher, 2008), in addition, allowing them the chance to see things at a magnified view. In allowing the children the opportunity to take control of these magnifying glasses and other tools that are identified within the data-collection tables, they are taking a sense of responsibility and interest in their own learning and development (Santrock, 2010). The children are constantly learning and educating themselves through interaction with their peers while sharing with them their thoughts and feelings about their findings, working alongside others to problem-solve and encounter different views through the magnifying glasses in their own way, space and time. Furthermore, the children's engagement with the magnifying glasses encourage them to seek out answers and solutions, as well as making decisions that will cater to their curiosity of the non-digital objects that they experience through use of these collection-tables and investigation (Brenneman & Louro, 1991).

In extending on the children's interest and knowledge of the materials that are based within the data-collection tables, in this case, the magnifying glasses, I feel that as educators within early childhood settings, we are frequently providing educational experiences that will build on their learning, development and understanding of different resources and materials, through enabling them the ability to make choices in their own learning about what they want to work with and how they want to handle it (Arthur & Beecher, 2008). As a result, in observing the children within my centre, they are continually learning to become more actively involved in their own learning and are made aware of the variety of non-digital materials around them. In this case, the tools that are found within the data-collection tables such as the magnifying glassed that were provided, enable the children to recognize that there are assorted technologies that differ from the digital technology that they are used to experiencing, where through the use of these non-digital tools, the children learn to use the magnifying glasses in their own way to their best of their ability, around the centre and in other settings where it is made available to them (Ministry of Education, 1996).


Reference List:

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4^th ed.). New South Wales: Harcourt Brace.

Brenneman, K. & Louro, I. F. (2008). Science journal in the preschool classroom. Earlychildhood Education, Journal. 36:113-119.

Google image. Image of magnifying glass lens. Retrieved from http://i.istockimg.com/file_thumbview_approve/10640528/2/stock-illustration-10640528-bug-and-magnifying-glass-lens.jpg

Google image. Image of measuring tape and other supplies.Retrieved from http://www.picturesof.net/_images_300/Measuring_Tape_and_Sewing_Supplies_Royalty_Free_Clipart_Picture_090904-012322-560048.jpg


Google image. Image of child playing with magnifying glass. Retrieved from http://del.wa.gov/img/magnifying-glass_content.jpg


Google image. Image of boys with magnifying glass. Retrieved from http://www.sedl.org/pubs/sedl-letter/v18n01/images/boys-magnify.jpg

Hachey, A. C. & Butler, D. L. (2009). Science education through gardening and play. Young Children. 64 (6). 42-48.

Ministry of Education. (1996). Te Whaariki: He Whaariki Matauranga mo nga Mokopuna o Aotearoa:    Early Childhood Curriculum (pp. 84-90). Wellington, New Zealand: Learning Media Limited.

Santrock, J. W. (2010). Lifespan development: international student ed. (12th Ed.). Boston, Ma.: McGraw Hill.

Reflection One: Digital Camera: Photography

Using a camera at my centre is essential in everyday interaction with the children, where we as educators are constantly trying to capture moments of spontaneous play (Ministry of Education, 1996) and planned learning experiences in which children are taking part in. At times, the educators in my centre like to encourage children to take responsibility of their own learning and their peers by allowing them the opportunity to use the camera by themselves and take photos of what they consider, moments of recollection. In our centre, our children love to have the responsibility to do things on their own, as well as taking control of their own learning and their peers.

For myself as an educator, I feel that through allowing the oppportunity for children within the centre to make use of the centre camera, we are enabling them the chance to capture what they feel is significant to them, as well as making their point of views possible, in terms of acknowledging their thoughts and feelings through visual format. The Te Whaariki Curriculum (Ministry of Education, 1996) suggests that through providing children with the chance to experience a variety of materials, in this case, assorted types of technology, we are extending on their knowledge and use of diverse materials, permitting them to be subjected to an environment which encourages their exploration, through problem-solving and finding countless ways to be creative and expressive.

Through observing the children’s interests in using the camera, their learning and development is immedicately triggered once actively using the centre camera. I feel that is essential for us as educators to support and encourage children’s interest in using the centre cameras, building on this by making the experience fun and challenging for them. For example, in my centre, the children engage in turn-taking, where they take turns throughout the day to capture photos of their peers as they play and learn together. When the staff and I get together at the end of the day, we like to see the different photos that the children capture, the way they capture it and what they take photos of. It is interesting to see what the children are interested in, where we take these into account and build on this through organizing learning experiences that will expand on their interests. Arthur & Beecher (2008, p. 13) suggests that through exposing children to the use of different technology materials, we are enabling them to be “active agents in their learning” and are constantly being made aware of a world that is and will be a part of their everyday life.

Unlike other forms of technology, I feel that using a camera not only allows a child to have an individual responsibilty, but also encourages children to be involved in social interaction through taking photos together, solving problems together through questions and answers, as well as understanding how to use it and it’s different functions (Santrock, 2010). Talay-Ongan & Ap (2005)  states that by facilitating children’s learning through the use of technology, they are becoming aware of a variety of ways in problem-solving, which overall contributes to their self-confidence and well-being. By using a camera, children are able to become competent and confident users, through recognising it’s different functions and it’s purposes, where this can also have an impact on their learning and development, by enabling them to become confident users of technology itself. To extend on this, I hope to keep on encouraging children’s use of the centre cameras, extending on this through asking them open-ended questions about what they have taken photos of and why they have taken photos of it and to help them revisit their past experiences of taking photographs by looking at the photographs they had taken.

Reference List
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4^th ed.). New South Wales: Harcourt Brace.


Google image. Image of kid with camera. Retrieved from http://www.recmin.org/Updated%20Articles%20and%20Testimonies/Images/FR03%20Kid%20with%20Camera.jpg


Google image. Image of children playing with cameras. Retrieved from http://www.edytaszyszlo.com/uploads/2008/09/crewcuts.jpg


Google image. Image of cartoon camera. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyVk5nhwoUMCe85dehvgKr0bx41uvNXl3DUUCsgtXrMYIEJghJRaH4sEud54mrLJnh5BIDZRqnXGU0ZvEkmA-l82mtAuHQ3o8Dsvwr3MtNwrfn4yG_aephDuq_boyT59LGFf6zN6RSir0/s1600/CameraClipArt.jpg

Ministry of Education. (1996). Te Whaariki: He Whaariki Matauranga mo nga Mokopuna o Aotearoa:    Early Childhood Curriculum (pp. 84-90). Wellington, New Zealand: Learning Media Limited.


Santrock, J. W. (2010). Lifespan development: international student ed. (12th Ed.). Boston, Ma.: McGraw Hill.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thomas Social Science Press.

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