Entry one
Entry 1 Evaluate a
child or small group of children’s ICT skills i.e. their ability to capably and
competently use a computer / laptop/ ipad etc…
What?
``F`` and ``J`` were fascinated by computer games and they
always discuss with each other about their favourite games. One morning I
brought in my IPad and gave it to them and asked them to show me their
favourite games. ``F`` took the IPad and they both went into the quite corner
where no can disturb them. They turned
the IPad on after asking for my password and navigated their way around the
apps and found a game they were familiar with. They picked the ``Tap Zoo`` game
and started playing. ``F`` was controlling the IPad while ``J`` was guiding her
through by telling her where and what to click next. Later they took turns with
the IPad.
 |
| Tap Zoo game |
 |
| ``F`` and ``J`` playing the tap zoo game |
So what?
I provided them opportunity to use and practice their digital
skills. Preschool settings should support children`s learning about and through
digital technologies (Stephen & Plowman, 2013. It was amazing to learn that
the children knows that these devices are protected with passwords so not
everyone can go on it. Technology practices help children learn about ethics,
legal requirements, protocols and code of practice (Ministry of Education, 2007).
I was surprised to see how they navigated the game apps and
found the game they were familiar with. These children are amazing. They picked
the ``Tap Zoo`` game where they collected different animals and created a zoo.
Through this game they were matching the animals that can be grouped together
in the zoo. They were decorating their zoo with trees, lakes, picnic areas,
gift shops and restaurants. They were using their existing knowledge of the zoo
they visited in real life and created a virtual one. Children were able to identify, make links and
use information from their past experiences and other sources to create new
meanings (Ministry of Education, 1996). They
were taking turns for one to be in charge of the screen first and the other one
directing and instructing through. ``Children develop responsive and reciprocal
skills such as turn-taking and offering`` (Ministry of Education, 1996.p.74)
Together they were able to make decisions, share ideas and knowledge through
this experience. When children problem-solve together they are able to
understand how technology helps them and others (Ministry of Education, 1996). Archand
(2013) believed that when teachers provide children an opportunity to
participate in these experiences, they are able to learn and practice these
skills and build relationships.
After playing for a
while ``F`` started taking photos of her friend ``J`` using the IPad. She took
few photos and then she went on the gallery and both of them looked at the
photos they took excitedly. Te Whāriki stated that children can use the
technology in variety of ways and purposes (Ministry of Education, 1996).They
are also able to figure out the symbols of different apps and what each one is
for. For example they went on the camera by looking at the picture of the
camera and the photo gallery which was a colourful flower.
Through this experience I learnt that children can learn many
different skills that are relevant for their development. For example when they
compare contrast and match similar animals they practice their mathematic
skills. They also learnt to problem solves like how to change to a new game,
open a new link, where to save the games they already played so they can start
where they left later on and so on. New technologies can motivate and empower
children to take control of their learning (Helm & Katz, 2011).
Now what?
We do not have many ICT devices in the centre except for
cameras and CD players. I would like to talk to associate teacher and bring in
more devices such as IPads and laptops for children to play and learn their
emerging ICT skills. It would be a great idea to extend their learning further
by showing them how to communicate with others using these devices. Such as
skyping and face timing to families and friends or to one another in the
centre. It would also be a good idea to take lots of pictures of the centre
environment and different experiences and make movies. This will enhance their
skills and may be helpful for their education later in life.
``F`` and ``J`` playing on IPad and taking photos
Entry 2
Entry 2: Evaluate a child or small
group of children’s Digital literacy skills i.e. their ability to apply their
ICT skills to solve a problem, collect data, manage data, analyse data etc.
What?
``M`` comes to the centre and talks about her older sister who do not
live with her. She talked to her friends about video chatting with her sister
all the time. I talked to ``M`s `` mother and organised a time for ``M`` to
chat with her sister from the Centre. Mum let me use her IPad since the contact
address was already there. ``M`` was very excited with idea. I handed ``M`` the
IPad and she said that she can call her sister by herself. I watched her as she
maneuverer her way around the IPad aaps and discovered the one she needed to
use. She used that app, found the contact page and looked at mum. Mum then
pointed out the number of her sister and ``M`` pressed it to get connected.
Within seconds the sister accepted the call the conversation started. ``M``
invited her friend ``Z`` to join in and introduced her to the sister.
 |
| ``M`` found the ``Facetime`` app |
 |
| ``M`` and ``Z`` chatting online |
So what?
Without any instructions from anyone ``M`` was able to call
her sister using a FaceTime app. She was telling her sister about her
experiences and introducing her friends. It was amazing to learn that digital
technology made it possible for ``M`` to stay connected with her family
regardless of where they live. I used to believe that digital devices increase
isolation but observing ``M`` I learnt that it encourages interaction and help
build friendship. Other children were interested to watch and they all joined
in and were engaged in conversation with ``M`s `` sister. Through video
chatting children were using their sights and listening to sounds to
communicate. Stephen & Plowman (2013) described the use of digital devices
as being fun and entertaining as well as a means to develop social skills.
``M`` has the ability to use the IPad and knowledge to
operate this device and stay connected with families. According to her mum
``M`` also video chats with her other her grandparents who are living in another
country. Smorti (1999) mentioned that
technology helps people in solving problem. Here ``M`` being away from her
sister and other family was able to discover a way to stay connected with them
by talking face to face. I believe that children being confident in digital
literacy will help them survive in this changing world. Archard (2013) stated
that teachers need to broaden their understanding and teach children these
skills. According Te whariki, the world is changing through technology and
children need the confidence to acquire new skills and knowledge to participate
in this world (Ministry of Education, 1996).
Now what?
With the support of
teachers children are able to shape decision, make choices and share their
knowledge through ICT. Teachers need to provide opportunities for children to
learn and practice their digital literacy skills. I would like to organise for
other children to stay connected with their families who are not living with
them and share their experiences. Children can show off their creations,
inventions and learning to their families living overseas through these ICT
devices and stay connected with them.
I was challenged by the introduction of ICT devices in early
childhood because I`m still a learner. But I believe that as I explore and
understand more about technology I will
be able to learn benefits of it on children`s learning.
 |
``M`` chatting with her sister
|
Entry 3
Evaluate how non-ICT/digital tools
or devices are used at your centre to promote children’s learning and
development.
What?
The non-ICT/digital
tool used in my centre to promote children`s learning is when children use
their hands and senses to solve problem. Children participate in activities
such as play dough and physical activities where they run, chase climb and
jump. These are some of the activities children learn skills to problem solve
without the use of the digital devices. At play dough table they feel and
create things using their hands and mind.
Physical activities
provide children opportunities to play games such as hide-n-seek, climb trees
and jump. They use their mind and bodies to engage and participate in these
experiences.
 |
| playing with play dough |
So
What?
These hands on experiences provide children
opportunity to use their body and practice their skills such as gross and fine
motor skills. At the play dough table children are engaged in conversation and
create ideas and things with play dough using their hands and mind. They engage
in imaginative and role play using just play dough and language. They generate
their own stories using their creations. According to Ministry of Education
(1996) language consists, words, stories and sentences and it grows and develop
when children have a reason to communicate.
Physical
activities such as running, jumping and swimming help children develop their
muscles and body strengths. Maria Montessori, an early childhood educationalist
believed that these experiences also help develop many skills such as
cognitive, initiative, concentration, self-regulation and problem-solving
(Glider, 2012).These experiences do not require the use of digital tools or
devices. Children are engaged in conversation, build relationship with their
peers and connect with their environment with these experiences as well.
Sometimes children do nothing but learn by watching
and observing others in their environment. They feel the warmth of the sun and
learn that sun is hot, they use their nose and learn about different smells. They
learn maths and science skills through counting comparing, exploring,
investigating and discovering in their environment. Children`s mathematics and scientific
knowledge plays an integral part in their technological play (Fleer & Jane,
2011). Piaget believes that children are active learners and they learn and
develop various skills through interaction with their environment.
I believe that children should be provided an
opportunity to learn skills with and without the technology. ``Child’s
intelligence can develop to a certain level without the help of his hand. But
if it develops with his hand, then the level it reaches is higher, and the child’s
character is stronger” (Glider, 2012.p.27).
Te whāriki also stated that children should explore and make sense of
their environment by using all their senses as well as tools and materials
(Ministry of Education, 1996).
For some children in my Centre new technologies are
their favourite entertainment while others prefer physical activities where
they use their bodies to explore and learn.
Now What?
It is important for children to learn skills for the
new technologies as well as play and interact without the technology. Children
should be provide an opportunity to practice and learn using both ways. As
early childhood educators we need to observe children and provide experiences
that is appropriate for their development. If a child is playing with the
digital device regularly we should encourage him to engage in other activities
without the digital devices. Early childhood educators should provide a
curriculum where children learn and grow in a holistic way (Ministry of
Education, 1996).
 |
| children running around |
 |
| climbing a tree |
Reference
Fleer, M., & Jane, B. (2011). Design and
technology for children. French Forest, Australia: Pearson
Glider, S. A. (2012). Hands as the companions
of the mind: Essential practical life for the 5 year old. Montessori life, 24(3)
24-29.
Helm, J. & Katz, L. (2011). Young investigators: The project approach in
the early years. New York, NY: Teacher’s College Press.
Archard, S. (2013). Democracy in early
childhood education: How information and communication technology contributes
to democratic pedagogy and practices. Early
Childhood Folio, 17(2), 27-32.
Smorti, S. (1999). Technology in early
childhood. Early Education, 1, 5-10.
Stephen, C. & Plowman, L. (2013). Digital
technologies, play, and learning. Early
Childhood Folio, 17(2), 3-8.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā
mokopuna o Aotearoa: Early childhood
curriculum. Wellington, New Zealand: Learning Media.
