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)