In today’s world it is important that educators keep students engaged and incorporate opportunities for exposure and proficiency with computer technology. As more early childhood professionals realise the impact of computers have on children, these devices are becoming more common place in early childhood settings.
It is important for children to get a head start on how to operate common classroom devices such as computers, digital cameras and video cameras. Te Whāriki states that in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills (cited in Smorti, 1999).
It is important for children to get a head start on how to operate common classroom devices such as computers, digital cameras and video cameras. Te Whāriki states that in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills (cited in Smorti, 1999).
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When I arrived at the centre today I saw T working on the computer. He is always keen and interested in using the computer. He was really focused on what he was doing. Reading aloud from the screen “Press a key to continue.” I went over to him and said "Yes, T you have to press one of those… and again" ( I was pointing at the keyboard). When the computer took a while to get going T thought that it wasn’t working and said, “Something is wrong with the computer!” This time M who was watching behind said, “Press a key again” not the space bar!” “ Ahhh, okay”, pressing a key on the keyboard.” Look the computer is working now!”said T. “Thanks M, he added. I acknowledged and commented on how M has done a great job in helping T on the computer. Te Whariki suggests that technology encourages collaboration, cooperation and problem solving skills (Ministry of Education, 1996).
The use of ICT – computer can enhance children’s learning. The emphasis here is not on what children can learn about ICT-computer but on how interactions with adults/peers can enhance learning in activities facilitated for children. This experience with the computer helps develop children’s social skills. As we don’t have enough computers for each child in our centre they must learn how to take turns and work in groups. It also helps increase their ability to acquire information, solve problems and communicate with each other. In addition to that these children are learning the basic understanding of cause and effect which is apparent when T presses a key to make something happen on the screen.
To further extend children’s interest I would introduce- developmentally appropriate software for children. An example would be using a musical software and providing them to experience a variety of instruments in the “real world.” Letting them hear music from a real instrument. For those children at the centre who is not yet familiar with computers, I would introduced to them the basics of learning the computer, because I believe that exposing children to computers at an early age will help get them off to a good start!
Reference List
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā mokopuna o Aotearoa. Wellington: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
