Contributions to Class and Student Blogs

Class Blog:

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html

http://tamarwk.blogspot.com/2011/03/fostering-adults-learning-about-and.html

Student Blogs:

http://mindycc.blogspot.com/2011/03/blog-one-say-cheese-click.html

http://multiplyland.blogspot.com/2011/04/dvdcd-execise-and-sing-along.html#comments

http://libyjose.blogspot.com/2011/04/blog-1-tech-kids.html#comments

http://ladybug-veronica.blogspot.com/2011/04/posts-2-how-do-you-use-tongs.html#comments

http://lucyseducationreport.blogspot.com/2011/04/2-mummy-on-phone.html?showComment=1304505593669#c5414304247792724299

Final Reflection

                                                               

On reflection, doing this assignment People Places Things and Events was really a challenging experience for me. To begin with, I am no computer wizard and the word blogging sounds foreign to me. I found it frustrating at times trying to figure out what to do on the computer but I tried to keep a positive attitude and kept reminding myself that I can do it.   My perseverance paid off and with the help and support of my lecturer, my fellow classmates and some of my family members I am now writing my final personal reflection. 

In today’s “tech age” I believe that it is an advantage to have the knowledge and skills on how to use the computer. Doing this assignment made me realize this. Introducing the children with modern technology is beneficial in the long run. The emphasis here is not on what children can learn about ICT but on how interactions with adults/peers can enhance learning in activities facilitated for children. Te Whariki states that in order to participate in this world, our children will need the confidence to develop their own perspective as well as the capacity to continue acquiring new knowledge and skills (cited in Smorti, 1999). 

I think Modern Technology is related or similar to everything. It has both advantages and drawbacks. It really depends on how we use these tools – how we as educators provide opportunities for children to have access to a wide range of thoughtful and meaningful experiences that will help children make sense of their world (Ministry of Education, 1996).

All of my fellow students feedback was unanimous in that if you correlate and integrate “Technology” into all areas of the curriculum, this will enhance children’s learning and development. The response from my fellow students feedback has been thought provoking and encouraging. 

 In conclusion, by completing this assignment “People Places Things and Events” I have now realized the importance of continued upskilling in the fields of Technology which will enable me to share my knowledge with children in an enjoyable, meaningful and positive way. “Today’s Technology is Tomorrows Key for a successful learning and partnership.”

Reference List

Smorti, S. (1999). Technology in Early Childhood. Early 

       Education, No.19 Autumn 1999.

Dancing to the music

“Children experience an environment where they discover and develop different ways to be creative and expressive” Te Whariki  (Ministry of Education, 1996). By developing the ability to listen and respond to music is a component of creative dance and movement (Wright, 2003). 

 

In our centre, children always enjoy singing and dancing in the music corner. Today there were a group of children who were dancing and singing while a song was being played on the CD player.  I noticed C was just standing and watching the other children. I went up to C and encouraged her to join in-  at first she was a bit hesitant so I took her hand and I started dancing, moving my hands and body.” C’mon C let’s dance” still holding her hand and T started dancing with me. 

  

 

Following children’s interest in music, I brought a couple of CD which I borrowed from my son. I brought Justin Bieber and Bruno Mars CD which I’m sure the children would like. At mat time I showed children the CD and asked them “Which one do you like to listen to?”Justin Beiber or Bruno Mars CD?”" Justin Bieber!” T exclaimed. “Yeah! Justin Beiber!” they all replied.  I played Justin Bieber’s CD entitled “Baby” and all of the children were delighted to hear the song. “ Ohhh ,I like that song! “ M said. “We have CD of Justin Bieber at home” said T. Then they all started singing and dancing-some of the children were even holding each other’s hand as they wiggled their bottom. When action are involved in singing, sheer enjoyment help them to remember the words and phrased in the songs and using actions makes it faster to learn (Isenberg & Jalongo, 2006). Te Whariki suggests that music and movement encourages a release of physical and emotional energy, expression and creativity (Ministry of Education, 1996).

Children seem to experience much pleasure listening to music, making music and moving to music. Whether they are singing along to a CD, playing a rhythm instrument or skipping to music around the classroom, most children seem to thoroughly enjoy participating in a music activity. Making music with others gives children a wonderful feeling of belonging to the group (Wright, 2003) Children who might have difficulty joining in activities with others because they are shy as in the case of T, can freely participate when it comes to a musical activity. It helps children develop good social and emotional skills that foster emotional security and social success-skills like confidence, curiousity, cooperation, self- regulation and good listening predict cognitive success as ( Isenberg & Jalongo, 2006).  

Technology provides us with digital tools for learning. Through the use of CD in this activity children were given the opportunity to engage in a meaningful learning experience that was fostered by technology.

To further extend children’s learning and interest in music I would provide different kinds of musical instruments for them to explore. I could also bring my “magic mike” and show it to the children. ( magic mike is just like an ordinary microphone but it has microchips inside which stores a collection of songs – it’s called” sing along or karaoke”.

Reference List

 Isenberg, J.P., & Jalongo, M.J. (2006). Creative expression and play in early 

              childhood. (3^rd ed.). New Jersey: Merrill Prentice Hall

 Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā    mokopuna o Aotearoa. Wellington: Learning Media.

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

               of America: Pearson Education.

  

Sink and Float

Today I noticed E and C were seated on one corner and were having a conversation.  As I was to go outside E came up to me and said "teacher, I’ve seen a big boat that sank on T.V. last night. It was a huge boat!” Then C who were behind E asked “Why did it sink? “It sank because the boat was too big and heavy! E was theorizing about the boat that he saw on television. “Te Whariki states that “Children experience an environment where they develop working theories for making sense of the natural, physical and material world” (Ministry of Education, 1996).

I responded on these children interest by setting up an activity for them. I took the water trough from the shed and invited the children to help me take some of the technological resources that were needed in this activity. They wanted to use the toy boats that were in the shed. I reminded them that there should be no splashing of water and explained that someone can slip and fall on the water that spills on the floor. I stayed close to the children while they were playing and as our centre’s policy to use “touch supervision” this means to have an adult be within an arms length of each of the children.

Many children believe that heavy objects sink and lighter objects float. So I told them that we are going to do an experiment to find out why some objects sink and float. They all put the toys on the water and saw that all the boats were floating. I encourage them to hypothesize why objects sink and float. “Why do you think the boat is floating? “because…it’s light and not heavy” J and M replied. I then told them to find ways to sink the boat. M put a toy pump to weigh the boat down but it was still floating. J waterlog the boat by tipping it over and filling it with water. “The boat sank!” they all exclaimed.

It was enjoyable to watch these children discovering an idea- concept about sink and float. The children learn a little bit about the scientific skills of prediction and observation as they explore the resources, finding ways on how to sink the boat. This learning experience have given them the chance to develop the skills of problem solving, curiousity and communication skills. It also encouraged language and literacy skills and that problem-solving skills developed during science activities can extend to social settings.

Most significantly, this learning experience can foster a positive approach to education by demonstrating that enjoyable features of everyday living-splashing, sorting, talking, watching and playing-are ways to learn (Smorti, 1999).

I believe as an early childhood educator I should provide opportunities for children to have a thoughtful and engaging experiences in Math, Science and Technology and provide children with a much greater access to a wide variety of experiences that will help them make sense of their world (Ministry of Education, 1996).

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.