From Liyanz's. feedback I believe her when she says that children are also having senses of belonging and they understand more about their Tongan culture when they welcomed and looked at the Tongan Rugby Team through the cumputer. She also mentioned that the way to learn how to use computer is to access to computers. I believe in what she suggested not to have free access to internet. I think it is alright to use internet but to be supervised by an adult to make sure that the programme they access to is enhancing their learning. Because the early childhood curriculum emphasise on children's interests but children's accessing to internet must be supervised to make sure that what they do supports their learning and not bringing any problem to the children's future life. I am glad that Mel noticed how Tongan children and their parents are happy to welcome their team and if there was no computer children would not have this opportunity to see how their parents and relatives welcome the team. I am sure that children develop their social and.literacy skills when watching the arrival of the Tongan team through watching the computer. From this experience it encourages both children and myself to learn computer skills. Thank you Mel for reminding me about free computer courses but I believe I have enough to learn at the MIT classes and I will continue at free courses after this year.As Emma suggested to learn from other teachers at my center I believe it is a very big help to me to improve my computer skills. I do so and find it worthwhile. In the meantime I can only manage to concentrate in my assignments for the MIT couse and worry about improving my computer skills next year.
In my reflection two, Lyianz agrees with me to allow children in early childhood education to use electronic or digital technology because they help in all kinds of learning especially social and communication skills. The centre phone is not allowed to use by the children and I did not mean to let them use it like a toy but children can use them for communication like what my two children did at their long day at the centre. I think Mel felt the same as me about these two children because they arrive early at half past seven having their breakfast at the centre and leave at half past five in the afternoon. Luckily to enable them to use the centre phone help them feel a sense of belonging. I am glad that Melissa remind me about the other technologies which already filled up the centre. I am sure they all help at children's creativity and exploration. I can tell that these two children cannot wait to be picked up. Sure their day was too long and it is a pity that they are like that every day but luckily technology made their emotional needs met. I think I would should bring up the story of these two children at a staff and parents' meeting to show them the importance of technology in early childhood settings.
I sometimes think that using digital technology is very hard especially at my age because there were no digital technology when I went to high school in the island. Because I really enjoy working with the children I have decided not to give up and now I can learn simple things like typing, cut and paste, send and check emails, using blogs and find out information by googling which is very fantastic to me. I hope they will help me when working with children and then build up from this. I am sure that technology in early childhood settings are encouraging, enhancing and supporting children's learning. They are also fun and attract children's attention and interests. Feedback from my blog friends encourage me to keep on striving and learn more alongside others.
Why I say that cameras are a great way to build on social and relationship skills because children who are competent users can help others instead of the teachers. I sometimes notice that some children learn faster from friends than from teachers. It is a good idea that Emma suggested to go to electronic stores for donation of pretend models for our children to explore and play with them I believe what Emma says that "one man's junk is another man's treasure". I remember seeing some people during the big rubbish disposal time. They pick up rubbish from other people's house. I wonder whether they are treasure for themselves. Emma has really made me recall to that robot man when he used different metal stuff to build his robots. He was very creative indeed. Isn't he rich from all these rubbish? Isn't he wonderful? What do you think?
Tuesday 27 September 2011
Friday 23 September 2011
Wednesday 14 September 2011
Reflection 1:
Computers help children to develop literacy skills
Date: 5-9-2011
Teacher: Luahine Laungaue
ICT: Computer
After morning tea teachers and children were watching the welcoming of the Tonga National Rugby Team at the airport on Monday 5th of September on the computer. The supervisor brought the computer from the staff room to the mat time area. She explained to the children what is happening in the airport and because we could not go to the airport we can still see the Tongans and the Tonga National Rugby Team in the airport though watching the computer. The supervisor turned on the power plug on the wall. A four year old boy,T came up and asked the supervisor if he could turn the computer on. The supervisor agreed and he came and turned the computer on. The supervisor asked, “How did you learn it?” “At home,” replied T. The supervisor continued until we saw the arrival of the Tonga Rugby team in the airport. It was really exciting because some of the children saw their parents and called out, “That’s my mum or that’s my dad.”
Because there were no other colours but red and white with flags white and red, another four year old girl, E asked, “Why do people wear red and white?”
The supervisor explained why as the programme went on. What an exciting day for the children. I believe that the children experienced the Tongan cultural way of welcoming famous people to the country through watching it in the computer. Ministry of Education (1996) states “New Zealand is part of world revolution in communication, technology, work and leisure. Change in these and other spheres is a feature of everyday life. To cope with such changes, children need both the confidence to develop their own perspectives and the capacity acquiring new knowledge and skills.” (p.18). In my centre, we only use one computer for staff and children. There are only two teachers who are confident and competence in using computers. Smorti (1999) states, “If educators in early childhood education care scaffold learning in this area, we need to broaden our understanding of technology and continue to extend our own knowledge and skill base.” (p.5) I totally agree with this because I was sure that children were enjoying watching the arrival of the Tongan Rugby National Team (Ikale Tahi). They learnt a lot of their own language such as colours, flag, feelings and Tongan cultures. They developed understanding of how we use computers to see occasions in another place (airport). I believe that children would like to use the computer for their own learning such as YouTube, educational mathematic and language games. It is my role to scaffold children’s learning but how can I do that when my computer skills are not met with the children’s needs. I believe that the supervisor provided for the child’s need to turn the computer on but she needs to let him do more of his capabilities so that we find out how much he knows about the computer then we extend from there. I can imagine that children are willing to have free access to the computer but unfortunately they can’t. I am definitely sure that early childhood children benefit from using computer as I noticed that they watched carefully and talked to their friends about what they saw. They imitated the yells, shouts and other words they heard such as “go Tonga, go Ikale Tahi.” They also had fun in this experience. After watching this programmes most of the three and four year old children continued waving their Tonga flags and spoke, ‘Go Tonga, go Ikale Tahi.’ Wow! How exciting to find out that they extend their language by watching this programme. I can see the effectiveness of using computers in the early childhood setting, so I believe I must improve my computer skills. Linda, A. T Santis, Cynthia J. Bewick, and Suzanne Thouvenelle (2003) state, “helping teachers reach their comfort and skill levels require continuing staff development and support. With professional development opportunities for teachers, technology can meet the promise of its potential to enhance the teaching/learning process.” (p.3) In this experience I believe that children are able to make connection what is on the screen and what is in the real world (e.g. airport).
Date: 9-9-2011
At five o’clock this afternoon only I, one boy and one girl both 3 years old were still at the centre waiting for parents to pick them up. I felt sorry for these children because they went to and from the window. They boy picked up a toy phone and press the keys then put by his ear and said, “Mummy, mummy.” The little girl said, “My mummy.” The little boy took the phone down, looked angrily to the little girl and said, “Not your mummy, my mummy.” They started to argue then I said to the little boy “do you want to go and ring mummy?” He nodded his head. We went to the office, looked at his mother’s work phone number. I grabbed the phone and gave it to him. He started to press they keys and heard the sound they make. After pressing five keys, he puts the phone by his ear. After a while he turned to me and said, “No mummy.” I asked if he wants me to do it for him. He nodded his head and gave me the phone. I pressed the numbers as I said them then put beside his ear with my ear close to his ear. A lady answered the phone, he started “mummy, mummy: I asked the lady if we could speak to his mummy. Anyway, he talked to his mummy saying, “come mummy.” Using the phone I think that the child’s need was immediately met. After about fifteen minutes his mum arrived happily surprising when her son can contact her on the phone. This is the first time for me to see a child use the phone to ring the parents. I am so glad to find out that I assisted this little boy on his current need. I believe that I should encourage children to use the phone when they wish but ask a teacher to get the phone from the office or allow children to bring a mobile if they wish and if their parents agree. This little boy develops understanding how to use the phone except his unable to learn the phone number. In our centre I take the four year old children as transition to school classs. In the beginning of every year we start with the ‘theme myself’ or ‘my family’. Children’s home phone number is included in their learning. They were only playing around with the toy phone but not the real phone. I have a feeling that we should allow them to use the school phone but it is beyond my responsibility to make the decision. I believe that allowing children to use the telephone help them to make their own decision and enable them to memorize their contact phone number of their parents or friends. This helps them to develop their social and communication skills. Communication Goal 3, as cited in Ministry of Education (1996) “Children develop experience with some of the technology and resources for mathematics, reading and writing.” (p.78) I was amazed when I found out that this two year old boy can manage to find the way to reach his mum to use the telephone, not only that but pressing the key numbers on keys show that he has experience using phones at home. I believe we could meet with parents to discuss the importance of experiences especially in technology to enhance children’s leaning.
We should plan a policy about using technology in our centre. Ministry of Education (2000) states “early childhood goals for children to achieve are that they discover and develop different ways to be creative and expressive (communication) (p.12). I believe educators and parents must add and provide technology to the daily experiences for children’s own exploration and creativity. Observing this little boy enable me to read his thoughts and feelings at the tiring time of the day. No one suggested to him to ring his mum. He clearly showed his entirely needs by touching the toy phone. To me I felt like crying knowing that this boy was really wanting his mum and this really encourages me to raise up in a teachers and parents meeting the importance of including technology in the daily experiences in the settings as Ministry of Education (1996) states “The curriculum is provided by the people, places, and things in the children’s environment.” (p.11)Reflection 3
Using camera enhances children's learning.
Date: Friday September 11
This morning before the children came to the centre I set the experiences with new puzzles that haven’t been used. A four year old girl arrived, went and played with 24 pieces puzzles. I was surprised when this girl managed well to complete it at a few minutes. I got the centres camera, snapped a photo of herself to do her learning story. I showed her the photos. She was happy to see the photos. I asked her if she wants to take a photo of me trying to do the puzzles. She says, “yes.” I showed her how to look through the optical view finder and press the shooting mode dial and the control button to bring the people closer and take them far. We tried them several times before she got the hang of it. She took several photos and showed me and other children.
Using cameras in the early childhood setting help children to develop their social skills, build effective relationship with staff and other children. Using photos to illustrate how children learns and to identify what children do at early childhood setting help communication between teachers and parents become more understandable. This girl knows what the camera does. She wanted to learn how to take photos. After trying for several times she learned how to take photos. According to Mindes, G. (2006) “The KWL strategy is one way to do this. At the beginning of the investigation, children are asked the questions, “What do we know?” and “What do we want to learn?” At the end of the project, they reflect by asking, “What have we learned?”
I recognized E’s excitement in looking at her photos then I thought about extending her interest by letting her learn how to take photos. Letting E takes a photo of myself doing puzzles made E and myself build warm relationship with each other and senses of belonging. I encourage child E to develop her technological skills in using the camera. She also became a capable and competent person who could help other children to use the camera. When the centre’s computer is fixed, I will use E’s photos to make a learning story about her new learning’s. This might help E’s parent’s notice what’s happening in the centre and enable them to extend on E’s new learning. Ministry of Education (2009) states “a technical skill (digital/photography) is transformed into a learning experience through the creating of a visual learning story.” (p.11)
Unfortunately I could not help children to download the photos into the computer. I asked one of the teachers to do it for me. This is the area I really need to improve my skills at. I feel that I could not help children using modern technology if I do not know how to use them. Last week the office computer was broken and that is a problem in this center that technology resources are not enough and the children are not accessible to them. The staff computer is not connected to the internet.
Unfortunately I could not help children to download the photos into the computer. I asked one of the teachers to do it for me. This is the area I really need to improve my skills at. I feel that I could not help children using modern technology if I do not know how to use them. Last week the office computer was broken and that is a problem in this center that technology resources are not enough and the children are not accessible to them. The staff computer is not connected to the internet.
Tuesday 9 August 2011
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