From
the feedback from others, I learnt about the inclusion of children in my
blogs. I have been given feedback asking if I included children in the making
of the bells, using the laminator and glue gun. I did get some of the children
to try it out as I held the part that needed gluing. I only had four children
with me so it was manageable. Children were also present in laminating their
bells with my supervision. some children did ask, "what does the laminator
do?" I explained to them the process of the laminator and they put the
paper through. Children were able to distinguish the differences in the technology
of what each thing did in the process of making their bells. “Children’s
development occurs through active participation in activities. Collaboration
with adults and with other children plays a central role in this
development" (Te Whāriki, 1996, p. 64). Children don't often get the
chance to use these, so I believe I was able to foster their knowledge about
something new. Children's "growing experience in solving problems together
develops children's understanding of how technologies can help them and others"
(Te Whāriki, 1996, p. 96).
In response
to the feedback for ‘paint explosion’, the idea of the darts with the children
was teacher initiated to extend on their interest as another mean with paint. I
learnt about other objects I could add to enhance the paint activity such as
sponges which give a different texture instead of paint brushes and I will
implement it into the daily programme. Painting isn’t about the finish product
but more about the creative process in which it happens. So I have learnt to
ask questions more as children paint to discover what each thing is, so I get
an understanding of the whole picture.
I learnt
to think about the children using the camera, as we don’t really allow them
sometimes, so I feel they are missing out on their own contribution to their learning.
So I have applied this to my practice by trusting the children with the camera
explaining to them to be careful not to drop it. The child I gave the camera to
was really delicate in handling the camera as he took photos of what they saw
in the garden. We display their work with learning stories so they can view
them. Another point I have learnt from the feedback is the use of the computer.
The computer is in the office, so it is used only by the teachers. I have
wanted to do research with the children but haven’t due to the fact that we don’t
let the children use the computer. I will encourage changing that as I don’t see
anything wrong with it provided there is supervision. “Children recognise the
different technologies used in various places and settings” (Te Whāriki, 1996. p.
95).
In my
overall learning, I only considered technology to be electronic. I have taken
into account the non-technology that we use on a daily basis to facilitate
children’s learning. Things like paint, paint brushes, garden tools, crayons
and colouring pencils are all means of non-technology that help with creating
things. The significance of technology is important for children to have
confidence in themselves to acquire new or existing knowledge about how
technology is evolving and the use of each object. By allowing children to explore
objects like the camera, they capture every moment and they feel their learning
is valued. “Children experience an environment where they develop working
theories for making sense of the natural, social, physical, and material
worlds. (Te Whāriki, 1996, p. 82).
