My Reflection about my blog, by Mavis Gallagher.

May 2011

Technology is changing my life for the better all the time and it is a challenge for me that I enjoy.  I can educate children about something new and learn at the same time. By spending time observing, listening and watching children a teacher can get to know their likes and dislikes.  We can “challenge young children with tasks that seem impossible, says Copley (2008), we should give them the opportunity to show what they can do in the way they want” (p.2).  Working with the children on the learning story about the earthquakes that happened in Christchurch and Japan made me realise that children can get emotionally stressed out like adults about what they see and hear through technology.  The children had seen the devastation of the earthquakes and the tsunami on the television news with their families and whānau. I noticed that “despite negative life events and stress, states Breslin (2005), these situations seems adaptable to most children and they survive, displaying resilient behaviour throughout their active participation in the classroom” (p.48).  I still felt the children needed to communicate to others about the disasters, they showed lots of emotion on their faces as they talked about tumbling buildings and fire and the gushing sea.                                                                              Te Whāriki states that “adults, as well as children, need emotional support, some flexibility in their routines, and the opportunity to share and discuss their experiences in a comfortable setting” (Ministry of Education, 1996, p.47). On reflection some children shouted while telling their views because it was very important to them, I could tell they felt empathy for the people that had lost their homes and people that were lost.  According to Smorti (1999), “there is an increasing awareness of the technology world that we live in: a world that people have created and changed through technology (p.5). On reflection an example of this is when mat time came we listened to a happy story using a cd in the radio and sang a song which brings me to the learning story and reflection about the jack in the box.                                                                     Te Whāriki suggests that “children should experience an environment where they learn strategies for active exploration, thinking, and reasoning. Giving children the ability to represent their discoveries, using creative and expressive media and the technology associated with them” (MoE, 1996, p.88).  We sing that lovely song because everyone gets involved and it grabs the children’s attention because of the actions.  Children are using their large motor skills to jump up and down, concentrating with their cognition skills, blinking their eyes and using small muscle groups, clapping and moving their fingers and arms.  On reflection getting the tempo/timing right with each other and keeping their balance without falling is a great effort for toddlers.  “Effort involves the combination of space and time, developing a force for which the movement is produced, and drawing attention to the dynamics or qualitative aspects of movement” say Wright (2003, p.315).  I have often noticed children singing when they are playing on their own, I believe that by teaching children to sing songs, their singing enhances their play. Wright (2003) claims that “children repeat each song several times until they can perform it well” (p.192).    My reflection about the little boy and the vacuum cleaner was encouraging for me, just to hear him speak out.  Letting him feel the suction and vacuum the mat enhanced a positive happening for him, as he didn’t speak much but he said ‘what’s that’ to me, I thought it was so funny I laughed because the little fellow firstly pointed at the full bag then he just didn’t seem to understand how a whole vacuum cleaner could be come two pieces.  I put the cleaner back together and we kept vacuuming. “These play experiences are very valuable for young investigators.

Through their play, they often consolidate and make deeper and more accurate sense of their experiences and related concepts” (Helm & Katz, 2001, p.56).  Children like to join in with teachers when it comes to cleaning the centre.  My fourth reflection about shadows in the sunlight was exciting for all of us because of using the camera to take photo’s and I believe that using Information, Communication and Technology, “taking photographs to construct text that the photographer, who cannot read and write in the conventional sense, can read and revisit” (Ministry of Education, 2004, p.6).  The children were experiencing something new and interesting; they all wanted to have a turn at finger shadowing and body shadowing and taking photos of their shadows, the giggles and enthusiasm is still with us when the sun shines low in the winter. Te Whāriki suggests that “Children should experience an environment where their play is valued and meaningful learning and the importance of spontaneous play is recognised” (MoE, 1996, p.84). Children have enquiring minds and need to try things out to be able to fulfil their curiosity and to explore the natural elements around them; the elements are important and valued ways of learning. “We have an increasing wealth of knowledge from research to assist us in understanding the development of children and can apply this to support our understanding of the child’s developing understanding of the scientific world” says Johnston (2005, p.21). On reflection, ICT has had a big impact on my blog, I have spent weekend’s sitting at the computer trying to work out how to place photos on my learning stories and trying to keep them in one place successfully and getting that perfect action photo with out showing the children’s identity wasn’t easy, then placing my words where I would like them to appear. Net safe states that “Early  childhood education providers are rapidly discovering the potential benefits technology such as the internet, email and digital photography bring to children’slearning” (http://www.netsaef.org.nz/)                                                                                                       On On reflection, I have gained more confidence and am looking into my classmate’s blogs and reading their learning stories, as Tsantis states “it is the teacher’s knowledge and skills about how to use the technology that makes the difference, not the technology itself” Tsantis, Bewick  & Thouvenelle (2003,p.4). I have received a lot of support, praise and feedback from Student/teachers in my class.  It is plain to see that my colleagues have read my learning stories about using technology in today’s world and enjoyed them as I have enjoyed reading theirs. Thanks Tamar, Elisapeta, Hester, Emily, Faith, Mindy, Amy, Rahana, Rosemoni and everyone else who reads and comment’s on my learning stories blog, you all (cyber citizen’s) have given me a wealth of perspectives, thankyou.  I have felt closer to my colleagues at MIT being able to look at their blogs and give them feedback and building this reciprocal, responsive, respectful relationship has given me a fresh sense of ‘Belonging, strand two’ Te Whāriki say’s “this strand is based particularly on the principles of Family and Community and of Relationships” (MoE,1996, p.54). I will be using my blog for learning stories at work, making links with our curriculum, children’s experiences and following their interest’s, all events with family and whānau, their cultures and the community.   I have read my classmates learning stories and they deserve a lot of praise, their stories are lovely to read and I will enjoy reading the new ones that they enter for many years to come.

References.

Breslin, D. (January 2005). Children’s capacity to develop resiliency: How to nurture it.  Young Children, 60 (1), 47-52

Copley, J. (2008). The Young Children and Mathematics. NAEYC: USA

Helm, J., & Katz, L. (2001).   Young investigators the project approach in early years. New York: Teachers College Press.

Johnston, J. (2005). Early Explorations in science: Exploring Primary Science and Technology Education (2^nd ed.). England: McGraw Hill.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātaurangi mō ngā mōkopuna o Aotearoa.  Wellington: Learning Media.

Net safe workshop http://www.netsafe.org.nz/

Smorti, S. (1999) Technology on the Early Childhood. Early Education, No19 Autumn 1999.

Tsantis, L.A.,  Bewick , C. J., & Thouvenelle , S. (2003). Examining some common about computer use in the Early  Years. Young Children. Vol58 (1),pp.1-9.

Wright, S. The Arts (2003). Young Children and Learning. USA. Pearsons Education Inc.