One of the main
technological sources that attract children’s interest at my center is the
computer. All the children at the center are allowed to use the computer during
free play and when they have an activity that they can use the computer. When
the line is long children are paired up in 2 and take turn with a teacher’s
supervision. The computer is set up with appropriate programs or activities for
the children’s learning. These activities help enhance the children’s language
literacy, eye co-ordination, social skills, language development and knowledge.
“Research has confirmed that for many children the computer is a catalyst for
information sharing, language development, and decision making” (Tsantis,
Bewick & Thouvenelle, 2003, p.7).
The significance and use of
technology on the children’s learning and development is they are able to learn
first-hand experience when young. While children aged 3-5 are using the
computer they can develop confident in choosing activity, item or word they
think is right. Through technology such as computer children are exposed to a
reality resource, for example generation now a day depends on the computer for
personal use and educational use. As Smorti (1999) states “there is an
increasing awareness of technological world we live in: a world that people
have created and changed through technology” (p.6). Therefore when children
stepped outside of their home they know what they are doing on the computer and
they are also confident. As Tē whāriki states
children need to be comfortable and confident in their learning and when they
stepped out in to the wider community (1996).From what I’ve witnessed while
children aged 3-5 are using the computer at the center, children used their
imagination to be creative and guess answers, create pictures, matches words
and pictures. Children also learnt new vocabularies, shapes, sizes, volume,
heights and science while engaging in an activity on the computer. Children
worked together with their pairs and help each other complete a game and share
knowledge. While children are using the computer they also learnt how to work
the computer and know their way around it (computer literacy skills). Through
my observation when children are using the computer, they have a sense of
ownership to their learning; and they are also exposed to online learning.
The
computer allows the children to choose their own activity that suits their
interest and what makes sense to them. Children are also fascinated when
accessing the computer and they tend to spend their time longer on the computer
which allows them to take their time and complete an activity. As children tend
to spend a long time on the computer it doesn’t necessary mean the child will
become anti-social. According to Tsantis, Bewick &
Thouvenelle (2003) “a well-designed computer center can promote almost as much
social interaction as dramatic play and for some children it offers a unique
medium that taps their ability to creatively collaborate with their peers
(p.7). Computer is very important for the children’s learning and also for the
teacher’s development as a teacher. Tsantis, Bewick & Thouvenelle states teacher’s
computer skill can have an impact on how children’s learning can be met through
technology and it can also provide teachers with effective ways on how to
manage and instruct children on their activity. As for some computer applications
can help teacher to develop effective strategies to assess, plan and stimulate
family involvement and even link home with school (2003). Therefore when
children and the teacher are working on the computer they can both help each
other and also learn from each other. Through my observation while children
were using the computer, is that children were able to take risks to enhance
their abilities to multitask as they try to develop a deeper understanding of
ideas and trying out certain concepts such as story theme, plot, and sequence (Tsantis,
Bewick & Thouvenelle, 2003).
References:
Mindes, G. (2006). Social studies in kindergarten. In D.
F. Gullo (Ed.), K today teaching and learning in the kindergarten year
(pp.107-115). Washington, DC: National: Association
for the Education of Young Children.
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga
ngā mokopuna Aotearoa: Early
childhood curriculum. Wellington: Learning Media.
Smorti, S. (1999, Autumn)
Technology in early childhood. Early
Education, 19.
Tsantis, L. A., Bewick, C.
J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early
years. Young Children, 58(1), 1-9.
Definitely ‘Ana, computer is one of the most attractive technologies for young children. Children gain a lot of skills when working with computers and you have stated those skills especially it challenges children’s thinking. It is such a great resource for children and teachers when they are looking or research for more information about something that doesn’t exist in their environment, for example, more information about dinosaurs. I would say that children in your centre are luckier than the children in my centre because we do not have a computer for our children to access during their free-play time. Thanks to you ‘Ana because I have an idea of what I would do with the children at my centre in order for them to explore or to access to computer by taking my laptop with me. Generally you have explained how computer is important for both teachers and young children. Tino pai doks!
ReplyDeleteKia Ora Ana
ReplyDeleteIt’s great to see that the children at your centre are facing technology with confidence. Also with the support of the teachers this becomes a learning development for both the child as well as the teacher. I'm sure that they are able to link their home environment to their school environment as well; many parents have either a desk top computer at home or laptop which I am confident they allow their children to access. So there is also role-modelling involved in this as well. Ka te pai to mahi Ana having computers in your centre is a great way for exploration and curiosity about different interests they may have and want to share with their friends. I notice that the children at your centre have embraced technology and seem to be enjoying this interaction with their friends, they seem to be excited when having the opportunity to go on therefore, and they develop the skill of turn taking which is great when they apply this at primary school. Mobile phones are another source of technology which is similar to a computer they maybe interested at how you can access the internet as well. The children get to recognize their letters and numbers on the mobile, which is similar to a computer.
Hi Anah, I like the way your centre embraces the computer as a source of technology for tamariki to use. Are there any disadvantages to using it so often? You might want to look at how it can impact on a child's desire to learn to write or draw? It also might influence whether or not a child wants to go outdoors and actively play with their peers. Some of the readings we used for our outdoor education paper are great for explaining how we are creating a society of children who aren't as adventurous and are nature deficit. I feel as early childhood teachers we need to find ways to encourage taking technology outdoors and finding ways to use it which is different to just being indoors.
ReplyDeleteI hope this helps you think of different ways you might like to try and extend the children's learning. Ka pai Anah.
Tena Koe Anah
ReplyDeleteComputer is such a huge interest for children in all centres, even infants and toddlers enjoy playing with the mouse and the keyboard. It’s good to read that your centre is supporting and empowering children to use computers, and also work in pairs. Teina and tuakana relationship is one of the best strategies that I see in early childhood centre that enable children to take control or share their prior knowledge and skills with their peers. Children do learn a lot from the computer, it’s a very useful and a valuable resource for children to have access to. You mentioned that “they tend to spend their time longer on the computer which allows them to take their time and complete an activity” (Ana,Iongi). I know that children sometimes want to keep browsing on the computer, but educators need to set time limits for all children when using the computer, I only say this because children need to be running, jumping and exploring the outdoors. They cannot stay on the computer for a long period of time, like us adults we cannot stay on the computer for a long time it gives us sore eyes and we need to move around, so should the children they should be exploring the learning environment.
Ka pae ana
Kiaora kaiako :)
ReplyDeleteI appreciated each and everyone of your feedback because it helps me to think of the advantages and disadvantage of using computers. Last week I had a group of children with me doing a activity on the computer and I explained to them the advantages and the disadvantages of using computers, and the children seemed to understand the disadvantages of using the computer. Yes allowing children to use the computer minimizes their physical activity, but it is their own choice to choose activities that interests them. That is just my point of view. I am not saying your wrong, I agree and that is why at my centre we limit the children's time on the computer, or if some children want to go on the computer straight away we tell them to go play for a minimum of time then return when we are finish. Much appreciated kaiako!