Making Boats

Today J came up to me and said “My dad has a big boat!" L who was walking past and heard what J said stopped and asked “How big is your dad’s boat? “Is it as big as the boat in my book?” –referring to the book that he brought one day to the centre.  J said that her dad’s boat is even bigger. Some children became intensely interested in Judy’s experience and asked me if we could make a boat. This topic led to an activtity, encouraged by the children's interest. Children relate to what is familiar to them and a part of their life and with such experience the children can relate and it would lead them taking initiatives (Wright, 2003).

Exploring technological resources

When I noticed that these children share a common interest on boats, I responded by putting out different technological resources like cello tape, scissors glue, felt papers and the recycled cardboard for them to use.  Some children suggested that they would like to use lego in making their boats, and I obliged them. Children should experience a wide variety of materials and technology used in the creative arts (Ministry of Justice, 1996).

 

They started exploring the resources, using their imagination to think of ways to create their boat. Te Whariki says that “Children experience an environment where they discover and develop different ways to be creative and expressive.” (Ministry of Education, p.80).     

In this activity, children learn to be with others.  It teaches them the importance of sharing and cooperation-when they shared the resources with each other. I fostered the development of children’s skills such as patience, perseverance, persistence and eye hand coordination. Their minds were exercised as they thought about sizes, shapes and where to put the materials next, under or over areas, children learnt mathematical knowledge. Te Whariki says that children develop experience and resources for mathematics, reading and writing ( Ministry of Education, 1996).

This activity involves the senses of sight and touch. The children saw the similarities and differences in size, colours and shapes while working with different materials. I also let them work at their own pace and in their own way, giving them enough time to explore. Children should be given enough time to experiment and become familiar with the materials in an unhurried, uninterrupted and unstructured way without insisting that they make something. Some of the children came up with a finish product and some did not. In all creative activities and the process approach to technology, it is the ‘doing that is important and not the product’. (Smorti, 1999). 

I believe that by providing children an environment which aids to develop their creativity as a learner, they are able to come up and experiment with imaginative ideas and put it into practice (Wright, 2003).

           

Children's Creation

To extend children’s interest in boats we could probably organise a visit to go to the Marina so that the children can see a real boat.  I would also show and read to them some more books about boats.

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, 5-10. 

Wright, S. (2003). The arts, young children and learning. Boston, United States              

               of America: Pearson Education.