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 (4th 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.
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4 comments:

  1. Mi30 March 2012 at 01:09

    Comment

    It is interesting to see that you have chosen magnifying glass as a non-digital object, as I would have never thought it to be a non-digital object. It is interesting to see that children are interested in data collection and observation using magnifying glasses. I agree that when children explore by themselves, this gives them self-confidence and sense of authority over their own learning. I believe that the Reggio Emilia Approach is an important way to implement technology in early childhood settings in New Zealand. Facilitating the environment as the third teacher will help children’s learning, and will develop and expand their technological practice (Cadwell, 1997). This will ultimately help them to problem-solve by themselves and to find answers by themselves. You could perhaps help children to extend their interest by collecting their data and putting it in a table for them to see the result of their work. You could perhaps ask children to do it by themselves, or work in group. Great work!

    Cadwell, L, B.(1997). Bring Reggio Emilia home: an innovative approach to early childhood education. New York: Teachers College Press.

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  2. Aizhen Lin30 March 2012 at 18:30

    It is a very interesting entry. You described and explained how the children used magnifying glasses as a technological tool to investigate and explore their interests and wonders. In my centre, we also have magnifying glasses. But I have only seen it as a science learning resource for children. However, your reflection encourages me to redefine and rethink the definition of non-digital technology resources and gives a very good idea of using magnifying glasses as a data collection tool to promote children’s learning and investigation skills. In your reflection, you also showed a great understanding of how to use problem solving as a teaching technique to help children learn how to find answers to questions and issues. “It is the foundation for learning in and about the world” (MacNaughton & Williams, 2009, p343). For example, you were using materials to encourage problem solving and allowing children lots of opportunity to be involved in child-directed play. Tino pai Gina!

    MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed). Melbourne, Vic.: Addison Wesley Longman.

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  3. Daphne31 March 2012 at 21:36

    I can see in this reflection that you value both digital and non digital technology. These objects represent the meaningful ways the children learn to explore. When the children experience the environment where there are shared responsibilities and an environment of trust, mutual respect and cooperation, they behave positively (Arthur, Beecher, Death, Dockett & Farmer, (2008).
    You have provided learning opportunities for the children to take responsibilities using initiative and creativity. This process involves thinking, imagining and planning and you gave children confidence to learn about the impact of these tools to their learning. When a teacher extends on the children’s learning, she/he is taking interest in children’s learning and development. This can lead to real life experiences where the children make connections to people, places and things and they are responsible in making their own decisions in life (Arthur, Beecher, et, al 2008).

    Reference List ,
    Arthur, L., B., Dockett, S., Farmer, S., Farmer, S., & Death, E. (2008).Programming and planning in early childhood settings (4th ed).
    Melbourne, Australia: Thomson L.earning

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  4. Sulieti Pauuvale1 April 2012 at 06:29

    Kiora Gina! Thanks for sharing your blog with us and we really enjoy them. I like how you use the magnifying glass as a non digital piece of technology to gather children’s data. The magnifying glass is always an interesting tool for children as it always attracts children because they supported children’s learning and understanding of their learning environment. They would use the magnifying glass to identify different living organisms and their body parts which further increase their fascinations with this science and technological tool.

    I like the fact that you supported providing opportunities for children to solve their own problems and finding their own answers. Our “young children need environments that provide resources, challenges, and support for their widening interests and problem-solving capacities” (Ministry of Education, 1996, p. 26). Therefore, magnifying glasses are important tools in early childhood because they support and extend children’s learning and development.

    References
    Ministry of Education. (1996). Te Whāriki: He whārikimātaurangamo ngamokopunao Aotearoa. Wellington, New Zealand: Learning Media.

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