The digital camera is an important
and useful device, which allows one to capture special moments through
photographs and videos. Within the centre,
there is always a camera visible, and being used throughout the day by the
teachers and myself. The teachers and I use the camera to take photos of the
children’s interests, development and creations. The children are very familiar
with what a camera is, what it is used for, and often ask if they can strike a
pose for the camera, and then enjoy looking at the photos afterwards.
An experience in particular,
was when a child who had painted a picture asked if I could take a photo of her
holding it. Each time I took a photo the child wanted to see what she looked
like, and then asked if I could take another one. Other children then became
interested in looking at the photos being taken, and asked if I could also take
a photo of them with their pictures. For each photo taken, the children would
want to have a look at the photos, and then ask to have another one taken. For
each photo taken, the children would change their poses and positions, by clapping
their hands, standing, sitting, and jumping around. As the children examined
each photo, they enjoyed identifying each person in the photos, what they were
doing and would also point out who and what they could see in the background of
the photos. As stated by the Ministry of Education (1996), “Children use a
variety of technologies for different purposes as they explore the world”
(p.98). As we continued to take photos, the children then asked if they could try
taking a photo of themselves, which they found to be quite difficult, so they
then took turns at taking photos of each other. The children experimented with
the camera by turning it upside down and sideways, and engaged in
conversations, where they identified the cameras features, such as the lens and
flash, how to aim the camera, and which button they needed to push to take a
photo.
I was amazed and impressed
at how much the children actually knew about the camera and its features, such
as the lens and flash, as the children had rarely used a camera by themselves.
I was also impressed at the children’s ability to closely examine each of the photos,
and then think of the many different poses that they could do to change the
next photos. The New Zealand Curriculum acknowledges that children develop “an
understanding of material properties, uses, and development is essential to
understanding how and why products work the way they do” (Ministry of
Education, 1993, p.34).
From this experience, I have
been able to open my eyes to how technology savvy the children are in my centre,
and how beneficial it has been to allow the children to have the opportunity to
experiment with a digital camera. This has also shown me how important it is as a teacher to ensure that we keep up to date with technology, so we too can pass on vital information. As quoted by
Smorti (1999), “…if educators in early childhood are to scaffold children’s
learning in this area we need to broaden our understanding of technology and
continue to extend our own knowledge and skill base” (p.5). I think it’s
important to allow children to explore and experiment with technology, as they
are able to gain a better understanding of how things work, and are able to
pass their knowledge onto the other children. 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:
Ministry of Education., (1996). Te Whāriki, he whāriki mātauranga mo nga
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Ministry of Education. (1993). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-19.
Ministry of Education. (1993). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-19.
Pictures:
https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRPjV153H4YsS6dGvosbtEYwU-FPPuRfPmj_FTcdl-29-4xvsWT8A
https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSkafpht_vCFPZp6Y2BupLtPb6bbRBfz3LBKibbIJFo6jJ-R5VG
Kia Ora Maree, I really enjoyed reading your blog about how the children in your centre experiment with the digital cameras. I have found that the digital camera is such a great learning tool for children as they learn operational skills on how to use the different features. I like how the children ask if they can strike a pose for you to take a photo of them and then like to look at the picture afterwards. It’s nice to see the children developing confidence in themselves and that they are comfortable within the centre environment. It’s interesting how the children decided to move their bodies into different positions to take different kinds of photos. I like how the children got creative and decided to turn the camera on different angles to take pictures that way. If you wanted to further children’s learning when using digital cameras you could incorporate another technological tool to show the children how to upload their pictures on to the laptop. The children enjoy taking control of their learning by doing things for themselves.
ReplyDeleteThis is a good blog Maree. I really enjoyed reading about your children's learning. One thing I would like to point out is how important it is to allow the children to take photos of each other and of the world around them, this is a great source of learning and can be a great way to have conversations with the children and they are able to explore the world from a different view. I did really like on the other hand that you did allow the children to use the camera and that you just allowed them to use it without stepping in and telling them or directing them into what they need to do. This again is allowing children to build on their knowledge of how technology works and develop their own understandings. You have explained the experience with the children and the camera very well and I am able to get a good picture of what happened. Great work.
ReplyDeleteHi Maree,
ReplyDeleteI can relate to the countless times that children have wanted to review their photos. I think that having cameras avaliable is vital within the centre as it provides a variety of learning experiences for the children. I have found that Every child can find an interest while using the camera whether it be the buttons, size shape, what the camera can do or taking /viewing the photos. It sounds like a really good experience that the children were able to unfold with you as you gave them opportunity and more importantly the time.
I find your blogs insiteful and you have the ability to write it exactly how it was. This helps me to draw a picture in my head of the experience and helps me to reflect upon my own practice.
Here's a site you may be interested in http://www.edutainingkids.com/articles/digitalcamerafunlearning.html
It has lots of cool ideas to extend childrens interests in working with cameras and using photos.
Thanks for a clear yet detailed blog.
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