Monday, 19 March 2012

Reflection 3 Glue Gun


This is not the first time these particular children (about 4 yr) have used the glue guns. Children can focus on making produce for a long to and enjoying using essential materials to make creative produces. Today, I supervised children to use glue gun to make produce. I always emphasize the hazards, regularly pointing out that the tip "will burn you if you touch it," and helping them remember that the glue itself, for at least the few seconds after it comes from the tip is also hot. I was concentrating their entire being on the task at hand, accepting responsibility for their own safety, working quickly before the glue re-hardens, but with a care for the safety of themselves and others.

I believe that Children should experience a variety of ways of joining materials other than with a glue gun (Ministry of Education, 2007).  Meanwhile I have to be extremely conscious of safety issues. Glue guns get very hot and the melted glue is not only very hot but also very sticky. If a burn occurs get the glue off the finger as quickly as possible and run under cold water for at least five minutes. I think not only glue gun,  It is always important to know what safety concerns need to be addressed with every art supply or piece of equipment that is brought into the art room. I think that children are always supervised to use glue gun even they use it before.  Even simple things like dye, glitter and glues can be a safety issue if it is not used correctly. 



Google Image. (2012). A child is using glue gun to make produce. Retrieved from   http://www.google.co.nz/imgres?q=glue+gun+children&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=jAhUuhmISOGI2M:&imgrefurl=http://www.thechocolatemuffintree.com/2011/03/recycled-cars-and-tube-people.html&docid=1ExhHMP_sf3GUM&imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGq2YrXJFRWzm7IKY12Wc8kadGe0yiqZtJGQFmFmZj1Zp7HOCWJmvZf4L0TThJRo-VngOjfUsf080qZOgbN7ZYVxvLNW02rjZhe43HeYX7X-FxeMRMduI8j6OHUazkLgalYQ5__MIwiId6/&w=512&h=384&ei=Nk9mT8niEMatiQex6ITEBQ&zoom=1



Glue guns are one of the pieces of equipment that craftsmen tend to get injured with most often.    It is recommended that use of cool glue guns is restricted to use only when supervised 1:1 with an adult (MacNaughton & Williams, 2009).  Meanwhile, I should plan very carefully and set up everything properly. There are four things I will need for this activity, glue gun, glue sticks, and glue stand, things what children want to glue.  I also need to put it back to a safety place when the activity finish.   I think modeling and scaffolding are  good strategies for support children to use glue gun properly.
 
Google Image. (2012). A child is using glue gun to make produce. Retrieved from   http://www.google.co.nz/imgres?q=glue+gun+children&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=j3GTMAHeI-k_dM:&imgrefurl=http://teachertomsblog.blogspot.com/2011/05/here-they-are-doing-all-of-that.html&docid=mn1To_b5fhdAMM&imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1bJDghdzn2EbAMZohTyvHEkrW1gIyOiKCsrEnGfInic2P_EV4xe6vkE_7-4lnHrmGr7Ddl6L5dd5KbzccNfFrlxRXwflitbw4MCKlOhoG1org2AAo7vDsFmeNKL6lkuzRVsCJPwfesaFW/s1600/IMG_4084.JPG&w=1200&h=1600&ei=Nk9mT8niEMatiQex6ITEBQ&zoom=1



A glue gun is very useful for joining wood, metal and certain plastics in the class. It helps children to assemble components in their technology project work, quickly and easily. Just by providing the certain things and then children can changing other items. They can always create something different and give us surprises. Technology is   a creative and purposeful activity aimed at meeting needs and opportunities through the development of products (Smorti, 1999,). I believe that this technological creative experience allows the children to learn from each other, once one child has mastered the use of the glue gun, they are able to pass on those skills to another child through scaffolding, where children are able to move from one point to another and then able to do it by themselves (MacNaughton & Williams, 2008).  Glue gun can help children develop social interaction, problem solving and concept development (Arthur, Beecher, Death, Dockett, Farmer, 2008).

Google Image. (2012). A child is using glue gun to make produce. Retrieved from   http://www.google.co.nz/imgres?q=glue+gun+children&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=9sm7Exb2fX8nUM:&imgrefurl=http://www.jonahlisadyer.com/2011/06/cheap-easy-cork-boat-tutorial.html&docid=YKVtx9fXYba6AM&imgurl=http://farm6.static.flickr.com/5024/5864833691_503db0832d.jpg&w=500&h=333&ei=Nk9mT8niEMatiQex6ITEBQ&zoom=1
I believe that use of the learning environment and recourses are relies on follow children’s interests. It will be a great way to expand on the children’s creativity which builds on their confidence, I also should allow children to choose recourses and ideas and explore them confidently to see where it will take them. “solving practical problems contributes to self-confidence,” (Ministry of Education, 1996).





References
 Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.).  Victoria, Australia: Cengage Learning

       
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory  and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.
   Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

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Reflection 2 Camera

In my home base centre, we are doing “letters” topic in this period. Today, I found that children use their body to present the letters. Children went around and looked for letters around the classroom. Children made their bodies into the shape of a letter and one of our teachers took a photograph for them. Then we also input the photos to the computer and discussed about the letters together.

I found this activity is very interesting because children have used camera to support learning in diverse ways. In planning for children’s ICT experiences, I should consider how to set up the learning environment to support children’s spontaneous play by using technology (Lee, & O'Rouke, 2006). Moreover, by sharing in children’s play with technology, teacher can support their interests and understand how to use technology to support children's learning and development. I believe that teacher stimulate children’s interests, offer children scaffold learning and encourage higher levels of engagement that children will be supported in developing ideas and learning from each other, care others’ feeling, sharing valued experiences or perspectives on the world (Ministry of Education, 2007).I also found that it can help children to learn technical vocabularies and model languages e.g. use correct technical terms.  l
Google Image. (2012). Children are discussing about a camera. Retrieved from   http://www.google.co.nz/imgres?q=camera+children&start=21&num=10&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=3G2cScttMUG7CM:&imgrefurl=http://ictearlyyears.e2bn.org/planning.html&docid=MeVUWHMWd9BgeM&imgurl=http://ictearlyyears.e2bn.org/library/1228003200/DigitalCamera2children_295.jpg&w=295&h=196&ei=UEhmT8OHHY6YiAet6Pi8BQ&zoom=1&iact=rc&dur=269&sig=100027190629991029903&page=2&tbnh=121&tbnw=161&ndsp=26&ved=1t:429,r:21,s:21&tx=137&ty=45

The latest research about technology in early childhood education shows that confidence in the use of ICT by adults and children but also in stimulating debate about teaching and learning(Clark, 2011).
 
                                    


I think that the facilitating role of the teacher is very important to guide and instruct children how to use camera and encourage purposeful use. For example, teacher and children could talk about what the buttons, lights and turning plate are for. Teachers take part in conversations led by children as they enjoy playing with camera, and direct children’s attention with conversation and questions, or sequencing and breaking down activities (Clark, 2011).Direct guided interaction takes place in a face-to-face situation involving adults and children and may happen through gesture, touch, language or emotional support (MacNaughton & Williams, 2009). 

Use open-ended questions can encourage children deeper thinking.  For example, I encourage children to problem solving e.g. “I wonder what happens if…?” I also support social, collaborative learning, like “Perhaps if you pass it to Shirley can help? Lastly, teacher support children in relation to their ability to become involved in their own learning. ‘Technology has an exciting part to play in giving a multimodal communication tool to children’ (Bolstad, 2004). I like to give children opportunities to understand the place camera has in their lives.

 
Digital camera is a kind of technology tool for support children learning toward curriculum.  Digital camera can help to develop children’s dispositions to learn by increasing self-esteem and confidence, or by supporting independence and persistence in the face of initial difficulties. It also boosted their self-esteem and gave them a sense of responsibility to use such ‘adult’ equipment. Digital camera has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn.  ICT technology developed ways of actively guiding and extending children’s learning through questioning, modeling, praising and acting as a supportive presence (Ministry of Education, 1996).

Google Image. (2012). A child is taking photos. Retrieved from   Google Image. (2012). A child is taking photos. Retrieved from   http://www.google.co.nz/imgres?q=camera+children&num=10&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=uUsJcJPk0qvwdM:&imgrefurl=http://heatherellisphotography.wordpress.com/2010/02/&docid=LgMs24BIWpnZCM&imgurl=http://heatherellisphotography.files.wordpress.com/2010/02/samuelshooter1.jpg&w=1092&h=1800&ei=TkhmT9PoOKrAiQeY2YHrBQ&zoom=1&iact=rc&dur=337&sig=100027190629991029903&sqi=2&page=1&tbnh=122&tbnw=74&start=0&ndsp=21&ved=1t:429,r:19,s:0&tx=17&ty=45


Today we can see that providing opportunities for talking about technology with children helps them to develop their understanding of the cultural place that technology has in their lives and will help them be able to make choices about uses of technology.


 
Reference

Bolstad, R. (2004). The role and potential of ICT in early childhood education. review of New Zealand and international literature. Wellington: NZCER.
     

Clark, A. (2011). "The silent voice of the camera?". Young children and
        photography as a tool for listening. Early Childhood Folio, 9, 28-32
      .
Lee, L., & O'Rouke, M. (2006). Information and communication technologies: transforming view of literacies in early childhood settings. Early Years, 26(1), 49-62.
        
   MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.









































 













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Reflection 1 Computer


Today, in my home centre, one of the teachers input some new computer program for the computer. Many children very interested about the computer programme and played around in the computer corner. I found that the scene a bit babuism so l sat next to the computer and supervised children to take turns to play with the computer. I let one child play one computer game for each turn about five mimunts and four children wait for his turn. Then I let other children play other activities first.  In other words, I supervised five children at a time. I also provided age appropriate computer programme for different children. 

Google Image. (2012). Children are playing computer programs in the calssroom. Retrieved from   Google Image. (2012). A child is taking photos. Retrieved from   http://www.google.co.nz/imgres?q=children+computer&um=1&hl=en&biw=1680&bih=918&tbm=isch&tbnid=vO_mZqigraZejM:&imgrefurl=http://www.drtavel.com/blog/not-kidding-around&docid=1VV8kpgRXBBsxM&imgurl=http://www.drtavel.com/blog/wp-content/uploads/2009/05/kids_on_computer.png&w=540&h=353&ei=Hd5mT4u0KKvmmAWfjI2JDg&zoom=1&iact=rc&dur=459&sig=100295179778907672351&page=1&tbnh=133&tbnw=191&start=0&ndsp=40&ved=1t:429,r:13,s:0&tx=95&ty=55

I understand children love to play computer games because it is so attractive and interesting. Computer  as part of an early childhood curriculum that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills(Ministry of Education, 1996). Computer programs allow interaction that offer children active learning therefore children can enhance develop the decision making. Software can provide individualized instruction by allowing children to work at their own skill levels. Computer enhances children learning in a variety of ways, for example computer can naturally support that through writing software, digital cameras, and other methods.         

On the other hand, Most experts believe computers are not developmentally appropriate for children under the age of three (Elkind, 1998; Haugland, 1992;). Computer does not provide children with the quality and quantity of crucial emotional, social, cognitive, or physical experiences for children. Moreover, children need real-life experiences with real people which the computer cannot replace it. 


Google Image. (2012). A teacher is supervising children to play computer program. Retrieved from Google Image. (2012). A teacher is supervising three children to play with computer. Retrieved from   http://www.kidsomania.com/page/10/

Today we can see that in  early childhood curriculum, technology will be part of the learning landscape of the future. The computer in the centre classroom must be fully integrated with the program’s educational goals and objectives (Arthur, Beecher, Death, Dockett & Farmer, 2008).I think that computer programs should be used to enhance curriculum and experiences for children in the classroom. To make sure this new technology is used effectively, I think that teachers are fully trained and supported.
 


As an early childhood teacher, I must act as facilitators in children's learning. I should consistently model for children the use of technology in everyday life in the end our children learn from us (Ministry of Education, 2007). Moreover, teachers need introduce to children and give children proper guidelines before they can be expected to use the computer programs independently. Instructional strategies coupled with technology can creative powerful learning experiences (MacNaughton & Williams, 2009). Meanwhile I think that teachers’ interaction with children during their computer time is very important. As teachers ask open ended questions, it encourages more critical thinking from the child (MacNaughton & Williams, 2009). I think that teachers attentions to offer comments about what they are doing.  Interactive educational games provide immediate feedback and encouragement to children. Finally, I think that the balance and the timing are the keys to healthy development. I think that limit screen time to less than one hour per day is necessary.
Place the computer in an area of the class that is open for sharing. Place extra chairs at the computer so that other children may participate. Children share leadership roles and initiate interactions more frequently. They engage in turn taking and peer collaboration. Haugland suggests a ratio of one computer to seven students, the best situation being one to five. Meanwhile, I should let children know computer just a tool of learning. I also provide a lot of opportunities for children to interact with many things in the classroom, such as blocks, dolls clay.


Google Image. (2012). A adult is supervising a boy to use computer. Retrieved from   Google Image. (2012). A child is taking photos. Retrieved from   http://www.google.co.nz/imgres?q=computer+children&num=10&um=1&hl=en&biw=1280&bih=584&tbm=isch&tbnid=EyH2GjwVo4d7qM:&imgrefurl=http://isafesoft.com/blog/spy-on-childs-computer-to-keep-kids-safe-on-internet.html&docid=dN7AZQInDgm5lM&imgurl=http://isafesoft.com/blog/wp-content/uploads/2010/05/kids-computer-keylogger-isafe.jpg&w=600&h=527&ei=VUxmT7CiMKmhiAfu1bT8BQ&zoom=1&iact=rc&dur=303&sig=100027190629991029903&sqi=2&page=1&tbnh=117&tbnw=133&start=0&ndsp=20&ved=1t:429,r:19,s:0&tx=68&ty=70

 The lasts research shows that technology is and will continue to be an integral part of classrooms (Haugland, 2011). Using computer helps early learners to communicate, practice life skills and better understand concepts. Learning becomes the most meaningful when children can thoroughly understand and explore a concept. When used in conjunction with other modes of learning, I believe that if we use it with wise ways, computer can be very powerful tool in the classroom.


Reference:
 

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.).  Victoria, Australia: Cengage Learning

Elkind, D. (1998). Computers for infants and young children. Child Care     
            Information Exchange. 123, 44-46.

  Haugland, S. W. (1992). Effects of computer software on preschool children’s
           developmental gains. Journal of Computing in Early Childhood, 3 (1) 15-30.

Haugland, S. W. (2011). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55 (1), 12-18.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory  and practice (3rd ed.). Frenchs Forrest, NSW, Australia:   Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.













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