Scissor

Scissor

Technology is everything we use around us such as construction, clothing, tools, computer and machines (Fleer and Jane, 2011). There are two different types of technology, these are digital and non-digital technologies. Digital technologies are included computers, ipads, camera and telephones. Non digital technologies are scissor, tools, books, magazines and newspapers.

Scissor is non digital technology and it is most useful cutting tools for children. The uses of scissors are most common in my centre. Our centre provides scissors for children all the time. We have scissors on children level so that children can use it whenever they are needed. 

Last Tuesday, I was observed children play in art area and I noticed that child E and F was drawing their favourite masks. After drawing their favourite masks, they grabbed scissors to cut out the shape. I noticed child F was very confident using scissor to cut however child E find hard to use it. I approached to child E and asked him if he need help. He said “yes” and he wanted me to cut the mask shape for him. I told him that I will not cut for him but I will show him how to use scissor to cut. I instructed and demonstrated him how to hold scissor the right way and snip the paper. Smorti (1999) states that “technology is about helping people and solving problem” (p. 5).  I noticed he find hard to hold the scissor as well as cut on the line, therefore I scaffold him. Santrock (2009) defined scaffolding as “changing the level of support” (p. 220).

 I hold his hand and cut with him. When he is improved his cutting skills, I gave him less support by instructed him. When he is become competent using scissor to cut, I encouraged him to cut it by himself. Vygotsky believe that tasks in the ZPD are too difficult for the child to perform alone therefore they require support from adults (Santrock, 2009). I believe educators support children base on their current performance. For example when the child is learning new task, the educator may use direct instruction and as the child competence increases, the educator give the child less support (Santrock, 2009).  After I supported him, he became a competent learner and was able to use the scissor to cut the right way. Vygotsky theory states that “ZPD tasks are too difficult for children to master alone but that can be mastered with the assistance of adults” (p. 220). 

I believe scissor skills are important for children to practice because scissor skills require when they enter school. Cuttings enhance the use of eye-hand coordination, fine motor skills, and problem solving skills. According to Somerset, (2000) cutting promotes fine motor development by exercising the muscles in the hand and honing hand eye coordination.  When the children use the scissor to cut, they use their vision, process what they see and then be able to move their hands while they are looking at paper. According to Te Whāriki (1996) through cutting “children develop increasing over their bodies, including development of locomotor skills, non-locomotor skills, manipulative skills and increasing agility co-ordination, and balance” (p. 86).

 

 Reference

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

 

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

 

Santrock, J. W. (2009). Life-Span Developmetn. (12^th ed). Americas, New York: McGraw-Hill Higher Education

 

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Somerset, G. (2000). Work and play in the early years. Auckland, New Zealand: Playcentre Publications.

Picture reference

http://www.google.co.nz/imgres?start=121&um=1&hl=en&biw=1365&bih=805&addh=36&tbm=isch&tbnid=B7jVqiNmztI-pM:&imgrefurl=http://www.bellbirdkidz.com.au/shop/product_info.php%3FcPath%3D1_275%26products_id%3D860%26osCsid%3D%255C%255C%255C%255C%255C%255C&imgurl=http://www.bellbirdkidz.com.au/shop/images/123000A.JPG&w=500&h=500&ei=VnU7UIKsLMiciQeFoYHACg&zoom=1&iact=hc&vpx=178&vpy=444&dur=65&hovh=225&hovw=225&tx=127&ty=115&sig=110819043908318716485&page=5&tbnh=144&tbnw=144&ndsp=34&ved=1t:429,r:14,s:121,i:155

 

Computer

Last Monday, I observed children interests and I noticed child A and B approached to library corner to use computer and they turned on the computer but it did not work. They approached to me and asked me for help. I went there and checked what happened but it did not work too. I asked help from a staff who is good at technologies. He fixed it and it work and he told me that somebody has turned the monitor dark that is why we cannot see the monitor. After he told me, I aware that most children are playing around with that button. According to Somorit (1999) “technology is about helping people and solving problem” (p. 5).

When child A and B saw the computer work, they were very happy and excited. I noticed they used computer to play games such as painting, singing, reading and writing. Computer with supporting activities reinforce children learning and development (Verenikina & Kervin, n.d). I noticed they were communicated, showed each other what they can do on the computer and what they found also they were teaching each other what button to press and where to go. According to Te Whāriki “children develop reflective and creative thinking as they contribute ideas and try them out with others” (Ministry of Education, 1996, p. 96).

Computer is an electronic device and it has become an important part of education because we are using computers in every field. Smorti (1999) states that technology is influenced by the culture or the society. Computer is the best tools for children passionate about learning because computers were used for a range of activities to improve sever skills. Computers enhance children social, language and cognitive skills. (North West Regional Education, 2001). I believe most centres introduced computer to children because computer is common and powerful tool that can provide another way for children to learn and make sense of their world. According to Tsantis, Bewick & Thouvenelle (2003) “Appropriate uses of computers as powerful educational resources for young children” (p. 1)

I believe computer can support and extend learning in valuable ways and can increase educational opportunities for children. According to Tsantis, Bewick & Thouvenelle (2003) technology offers additional ways to learn and to demonstrate learning. Computers are useful tool for children learning. Computers were used for a range of activities such as alphabets, songs, drawing, painting, numeracy and those activities reinforce children learning and development (Tsantis, Bewick & Thouvenelle, 2003). When the children play numbers and letter games or drawing games on the computer, this allows children to improve their numeracy and literacy skills, as well as creative skills.

References

Ministry of Education. (1996). Early childhood curriculum Te Whāriki: He whāriki            mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand:    Learning          Media

 

North West Regional Education, (2001). Technology in Early Childhood Education: Finding        the balance. Retrieved from http://www.netc.org/earlyconnections/byrequest.pdf

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

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.
 

Verenikina I. & Kervin, L.( n.d).  iPads, Digital Play and Pre-schoolers. Retrieved from             http://www.hekupu.ac.nz/Journal%20files/Issue5%20October%202011/iPads%20Dig       ital%20Play%20and%20Preschoolers.pdf

 

Picture reference

http://www.google.co.nz/imgres?um=1&hl=en&sa=N&biw=1143&bih=674&tbm=isch&tbnid=9kwP3-bKCdoXgM:&imgrefurl=http://www.icpep.org/what-is-a-computer/&imgurl=http://icpep.org/wp-content/uploads/computer2.jpg&w=464&h=418&ei=u_
dCULmsA4WviQfArIHwAw&zoom=1&iact=hc&vpx=
127&vpy=297&dur=47&hovh=213&hovw=237&tx=124&ty=
124&sig=110819043908318716485&page=2&tbnh=148&tbnw=
180&start=18&ndsp=21&ved=1t:429,r:0,s:18,i:201

 

 

Digital camera

Last Tuesday, I was observing children play and I noticed a group of children were counting butterflies eggs on the tree. I approached them to take some photos of their interests and learning. Child K approached me and asked if he could take photos of the eggs on the tree. I allowed him to use the camera to take the photos but I supervised him because it was his first time using real camera. I believe children enjoy being hands-on with materials. I instructed and demonstrated him how to hold camera and I showed him each part of the camera such as eyepiece, lens, and shutter button. Smorti (1999) states that “technology is about helping people and solving problem” (p.5).

 He started to take the picture of eggs on the tree. After he finished taking photos, I showed him review button so that he can views the images that he has taken. He was very excited when he saw the images that he has taken and he was started to talk about it and counts how many butterflies’ eggs that he can see from that image. Through the use of technology, children learn technology skills, while enhancing social and cognitive development (Northwest Regional Educational Laboratory, 2011). After that he said he wants to take pictures of something else. I allowed him and observed him from the back.

I noticed he was very curious and interests in the environment that surrounded him therefore he explored the environment by taking picture of different things. According to Te Whāriki “children develop the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning” (p. 84). I believe children learn more through discovering for themselves. Smorti (1999) states that early childhood teachers need to provide children with opportunities to explore technology. While he was taking picture, other children joined him. I noticed he was teaching other children how to use camera. Smorti (1999) states that technology is about helping people and solving problem. She also states that technology influenced by the culture or the society. It amazed me because he learnt very fast and he was able to teach back his friends. According to Te Whāriki “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them” (Ministry of Education, 1996, p. 88).

I believe technology is used to support children learning and development. When children manipulating digital camera, they learn practical skills as they develop how the camera work (The New Zealand Curriculum, 2007). Therefore they will increase the awareness of the natural world and building self confidence.  For the very young children, one of the benefits that they can get from manipulating digital camera is enhancing their fine motor skills in learning how to use the buttons and controls. Also the use of digital camera enhances young children cognitive, social, emotional, physical and linguistic development (NAEYC, 2012). According to Fleer and Jane (2011) using appropriate technology provides opportunities for children to develop independent learning skills. I believe digital camera are good ideas for children because it involving children learning basic photography and giving them the opportunity to experiment with it. Children can also express through photography, this can enhance their verbal skills especially when it comes to talking about the photo that they have taken. According Te Whāriki “children develop skills with media that can be used for expressing a mood or a feeling or for representing information” (p.80).

 

 

References

Ministry of Education (2007) The New Zealand curriculum. Wellington, New        Zealand: Learning Media.

Ministry of Education. (1996). Early childhood curriculum Te Whāriki: He whāriki            mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand:    Learning Media

NAEYC (2012). Technology and interactive media as tools in early childhood        programs serving children from birth through age 8. Retrieved from   http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF

Northwest Regional Education, (2001). Technology in Early Childhood Education:   Finding the balance. Retrieved from   http://www.netc.org/earlyconnections/byrequest.pdf

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Picture reference

http://www.google.co.nz/imgres?start=88&um=1&hl=en&sa=N&biw=1365&bih=805&tbm=isch&tbnid=58MYgY5a_CGMOM:&imgrefurl=http://www.charlesjamesdesigns.com/advantages-using-digital-camera/&imgurl=http://www.charlesjamesdesigns.com/wp-content/uploads/2009/12/Advantages-Using-Digital-Camera.jpg&w=280&h=280&ei=kGs7ULDJI--ViQeyqoHwDA&zoom=1&iact=hc&vpx=181&vpy=354&dur=669&hovh=224&hovw=224&tx=146&ty=125&sig=110819043908318716485&page=4&tbnh=143&tbnw=149&ndsp=30&ved=1t:429,r:12,s:88,i:44