Firstly I would
like to say thank you to all of my group members. Thanks for your excellent
feedbacks. I have get benefit from them. All of you have confirmed the way that
I followed the children’s interest, supported their learning and incorporate
technology as a tool of learning things in my teaching practice. I feel be
valued as an educator.
After read my
Reflection3, Deep suggested that if I could read the story book about the
ginger bread man, even do the dramatic enactment of the story. I think those
are good ideas. I agree that all the arts, drama involve the participants most
fully: intellectually, emotionally, physically, verbally, and socially. As
players, children assume roles of others, where they learn and become sensitive
to the problems and values of persons different from themselves. At the same
time, they are learning to work cooperatively in groups, for drama is a
communal art, each person necessary to the whole (McCaslin, 1990). Drama play
will develop children’s imagination, improved their Language, communication
skills and extent children learning experience. I will think about to plan this
activity in our centre.
Lovely respond my
Rainbow Reflection as “You can extend the children’s learning by doing some
colour mixing activities and teaching Maori names for the colours.” I think
this is good point. Yes I think those are quite important, as everybody knows
Māori are the original people of New Zealand. We have to respect and develop
knowledge of the local culture. As Te Whāriki says “All children should be
given the opportunity to develop knowledge and an understanding of the cultural
heritages of both partners to Te Tiriti o Waitangi” (Ministry of Education,
1996, p.9). I agree with you Lovely that educators should give the children the
sense of understanding to cultural heritages. Māori language is part of the
culture; Māori words have to be used in children’s daily life.
Jawa remind me
that we not only introduce technology but also keep up speed with the latest
technology, so that we can offer our children an environment. Yes, in
this growing world new technologies emerge in endlessly and change quickly. Avoid
to be left behind in the swirl of rapid technological change in this world, as
educators we should keep for ongoing professional developments that ensure we
maintain high levels of qualification, current knowledge and skills. I will try
my best to be a lifelong learner and an effective teacher.
Harpreet has
asked me that “do you have to pre-look up sites to make sure they are safe
before you take the children on the computer?” I recognise that all of my group
members worry about the possible harmful effects of using
technology in early childhood education setting. They worry about children lose
their ability to relate to other human beings; become dependent on technology
to learn and find inappropriate materials.
The same was probably said with the printing press, radio, and
television. Yes, all of these can be used inappropriately, but all of them have
given children unbounded access to information which can be turned into
knowledge. Appropriately used-- interactively and with guidance-- they have
become tools for the development of higher order thinking skills.
Young children
are learning rapidly, using all of their senses and their entire bodies to take
in sensations and experience the world around them. (Kagan, Moore, &
Bredekamp, 1995). Technologies already playing a role in educating young children;
there is significant potential to capitalise on their ability to enhance
development and learning. For example, television can be a wonderful
story-teller. Good television programs can stimulate a child's imagination and
open up the infinite opportunities that life presents. Like good books, good
television programs can extend children’s understanding of their world. Stories
are particularly effective in helping children develop emotionally (Fisch, 2004
). Computers make possible experiences and representations that cannot take
place in the real world, providing new experiences and improved understanding. The
use of computers can enhance children’s social, language, and cognitive skills
(Seng, 1998).
Technology makes
teaching and learning more meaningful and fun. Technology also changes the way
teachers teach, offering educators effective ways to reach different types of
learners and assess student understanding through multiple means. Smorti (1999) stated
that technology is a tool that can provide another way for children to learn
and make sense of their world. Nowadays, technology is making a significant,
positive impact on education. Hope technology will be used more and more in
early childhood setting.
Fisch, S.M. (2004), Children’s Learning from Educational Television: Sesame Street and
Beyond, Erlbaum, Mahwah, NJ
Kagan, S.L., Moore, E., & Bredekamp, S. (1995). Reconsidering children's early development
and learning: Toward common views and vocabulary. Goal 1 Technical Planning
Group. Washington, DC: National Education Goals Panel. Retrieved November
1, 2000, from the World Wide Web: www.negp.gov/Reports/child-ea.htm
McCaslin, N.
(1990). Creative drama in the classroom.
New York: Longman
Ministry of
Education. (1996). Te whāriki: He whāriki
mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.
Wellington: Learning Media.
Seng, S. (1998, November). Enhanced learning: Computers and early childhood education. Paper
presented at the Educational Research Association Conference, Singapore. (ERIC
Document Reproduction Service No. ED 431 524)
