A computer is an electronic
and digital device that has the ability to store and retrieve information on
command (Wise geek, n.d).
At my centre the children do
not have a lot of access to computers. The teachers share a laptop between
them, and on rare occasions they will bring the laptop into the centre, for the
children to watch videos. Tsantis, Bewick, & Thouvenelle (2003) discuss
that some teachers have little access to computers, and often worry if they are
going to get broken. However, in recent times, the teachers have set up an
office area for the children, where there is a computer desk set up, with a
non-working monitor, system unit, mouse, keyboard and a printer. The children
have shown an interest in this area and throughout the day children will sit
down and use their imagination as they pretend to type on the key board, and
work the printer. Even though the computer is not working, I am still able to
have conversations with the children about what each device is and what it
does. Children
should be supplied with a range of materials, as it is through exploration that
they build and develop their knowledge of the objects in the world around them
(Kamii & DeVries, 1993).
An example of this was when
two children had collected sheets of paper, and some colouring in pencils, and
sat down at the desk to draw. The children had discussions with each other
about the different buttons on the key board and what they thought each of them
did. Gonzalez-Mena (2008) recognises that when children explore the
environment around them, their knowledge of their world is extended. As
the children explored the different buttons, they talked about the different letters
and numbers that they could identify, and pointed out which letter their name started
with, and how old they were As stated by Te Whāriki “Equipment should be
provided for scientific, mathematical, and technological learning” (p.83). One of the children, started to talk about
how his mum and dad use their computer at home, to send emails. As the conversation went on the children
started to examine the printer, and placed one of their sheets of paper into
the tray. The children talked about how they are sending letters to their
friends so they know when to come to their birthday parties. The children then imagined
the printer to be an oven, and pretended to cook cupcakes for their birthday
party.
I found this experience to
be really interesting, as the children were able to develop their own thinking
and reasoning for what each button was for, and examining the different parts
of the computer and printer. As stated by Te Whāriki, “Interaction provides a
rich social world for children to make sense of and gives opportunities for
them to learn by trying out their ideas with adults and other children.”
(p.43). The children were able to link their own understanding of what the
computer does to previous experiences, For example; mum and dad used the
computer to send emails. I noticed the children’s creativity and imagination
shine through as they played out different roles and scenarios to change what each
of the devices were made for. For example, when they were exploring the
printer, the children went from pretending to send letters, to using the
printer as an oven to make cup cakes for their birthday parties. Te Whāriki
states, “Children develop the confidence to choose and experiment with materials,
to play around with ideas, and to explore actively…” (p.88).
From this experience, I have
come to see how much children are able to learn about technology, as they
discover their own ideas and thinking, even when the device is not in working
order. I think that by providing children with these experiences; will help them
to develop a greater understanding and knowledge of technology, and hopefully
prepare them when they further explore with technological devices. As quoted by The New Zealand Curriculum ”The aim is
for students to develop a broad technological literacy that will equip them to
participate in society as informed citizens and give them access to technology-
related careers” (Ministry of Education, 2007, p.32).
References
Kaami,
C., & DeVries, R. (1996). Physical
knowledge in preschool education.New York: Teachers College Press.
Ministry
of Educaton. (1996). Te Whariki: Early Childhood Curriculum. Wellington,
New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.
Tsantis,
L., Bewick, C., & Thornton, S. (2003). Examining some common myths about
computers in the early years. Young
Children on the Web, November 2003, 1-9.
Wise
geek. (n.d). What is a computer?. Retrieved from, http://www.wisegeek.com/what-is-a-computer.htm
Pictures :
https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcQ9NKjFAtRLuiOAI9Z7tiwrLk3Q2eurKtM4JxcYaV6RlYlUzBrtTw
https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcTBVfwyaFmir83FiGY75wXwqFbHxPJCFCVfRWD3U1fbwwRLNsur
https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcS6wxU_Vq2f--k6FV3f5sjiE15QjMjCNNo3IAG67WcujNwkAi-_uA
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Bonjour Maree, I have really enjoyed reading the blogs you have created and this blog stood out to me because some of the teachers out our centre also worry about the laptops or computers getting broken. We do however have discussions often with children about the importance of looking after this equipment so we can carry on learning and using these resources. The children know are able to encourage their friends to look after the computers as well.
ReplyDeleteI like how you have a non working computer with all the accessories so children can explore the equipment and use their imagination this way there is no input needed from teachers which I personally feel is great for the exploration and development of children. I like how you encourage conversations with children in this area. I really like how the children were able to link past experiences to using the computer and linking experiences they had at home to using the computer in the centre. Ministry of Education, (1996) discusses this importance.
Hi Maree,
ReplyDeleteI understand the computer predicament as I too were in a similar situation before we invested in iPads. I think it's kind of cool that they use their imagineary skills to explore with the computer. It allows them to develop skills of recognising and understanding how things work which gives them confidence when they are given the opportunity to use working computers. Through the computer they are recognising such things as you said like the buttons and the key board they are able to learn about how the computer can be used without having the stimulation of a working computer.
I think that it would be cool to use some old boxes or packeting and cut out a side of it making it look like a computer screen. This gives them the opportunity to practice literacy while doing the key board and be able to have the opportunity to create a page for the window, this may also lead to the wires etc.
Heres a link you might enjoyhttp://www.teachkidshow.com/teach-your-child-how-to-use-a-computer/
Hi Maree
ReplyDeleteIt is a shame that your children don’t have access to a working computer. It also makes hard that you don’t work at the centre which can affect how much input you have into the centre and the environment. It would be so lovely to get your children using a working computer. Here’s a tip maybe you could talk to your head teachers about having mat times around looking after the computer and tell the children that if they look after the non working computer then maybe they could look at being allowed to use the teachers laptops.
You could also look at YouTube clips about how to use a computer or how to use a printer if this is what the children are interested in. This way the children are able to see it working in a different setting and not just the home environment, they will be able to make connections to home and centre in even more ways.