Technology has
become an important part in early childhood Centre’s today. Especially
computers have become a very common technology that is used by children all
over the world. It has also proven to be an asset to children’s wholesome
learning and development. The use of computers enhances children’s knowledge of
the world they will step into as adults. It provides them with an outlook of
the outer world. Computers ease and accelerate the process of learning. For
example, children in our Centre use computers and Internet to learn more about
the world and happenings. “Children gain experience in using communication
technologies such as crayons, paint brushes, pencils, calculators, books and
computers” (Ministry of Education,1996,p.97).
When the earthquake hit Christchurch, the teachers used the computer as
an important tool to educate our children at the Centre about the quake and how
to react in similar situations and ways of prevention.
“Te Whariki states that in order to
participate in this world, our children will need the confidence to develop
their own perspectives as well as the capacity to continue acquire new
knowledge and skills” (smorti, 1999). Therefore teachers will need to implement
technology within the Centre as it is a vital part of the early childhood
curriculum and children will eventually benefit from it in their future.
One
day at the Centre, the children wanted to do some baking. We (teachers) asked
the children what they wanted to bake and one of the children shouted out
‘rainbow cake’. We asked the children if they knew how a rainbow cake was made
and instantly one of the girls shouted out “lets look for it on the computer”.
The teachers understood that the child was referring to the Internet. Children
know that the computer and the Internet can be used for problem solving and
searching for the things we do not know about.
All
day at the Centre, the children use the keyboards/ computers in their play.
Some of the children mimic how their parents use the computers at work or home
because they have seen it. Often children play shopkeepers with the ‘dummy’
computers to process sales like they do at the supermarkets or other shops.
This shows that the children know about the various uses of computers in their
surroundings. Te Whariki supports my finding as it states “The ability to
represent their discoveries, using creative and expressive media and the
technology associated with them” (Ministry of Education, 1996).
Computers
these days, also provides us with educational apps that help children build
their knowledge. There are games on the computers and over the Internet, which
promote numeracy and literacy skills for children. Another important fact is
that most children love using technology as they see it being used by the
adults around them and they feel happy using it. Providing new and fun means of
teaching and learning excites and provokes children’s inner drive to learn.
Whilst
there are many advantages associated with the use of computers by our young
children, they are also some disadvantages related to it.
Internet
can teacher children many things.
References
Ministry of
Education. (1996). Te Whāriki: He whāriki
mātauranga mō ngā mokopuna o Aotearoa : Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in early childhood. Early
Education, 1, 5-10.
Hi Miza, It is so impressive to see how you have used computer as a tool with children to extend their knowledge about the earthquake in Christchurch and how to prepare for it. I think that it is an effective way of using computers in early childhood education. Computers help the children by allowing them to have access to different ideas, thoughts, and materials that they would not otherwise have (Druin, 2009). For example in my centre, we teachers used computer to show children some of the current events happening around the world such as the Olympic games. In this way the children develop “the awareness of connections between events and experiences within and beyond the early childhood setting” (Ministry of Education, 1996,p.56). On the other hand too much time spent on the computer can be dangerous because it disrupts other physical activities such as outdoor play. Also there are lots of not good things on computers that can create uncomfortable conversations. Lastly I think that the teachers in early childhood should use the balanced approached when dealing with technologies like computer so that children can focus on other curriculum areas as well.
ReplyDeleteDruin. (2009). Mobile technology for children: designing for interaction and learning. Unites States of America: Morgan Kaufman.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Hi Shamiza, I do agree with you that the use of computers are very important in children’s lives when comes to finding information that we don’t even know. It was very interesting to see that your centre is using technology as the right tool to educate children. It was good to hear that teachers showed children the views of earthquake that occurred in Christchurch using computer. But at the same we should be bearing this mind that computer’s also have adverse effects, as some children just get carried away sitting in front of the computer for a long time which is restricting their movement. Yes, this allows development to occur in the brain so children built on their cognitive skills but because of lack of movement it restricts physical development to occur. The Ministry of Education also agrees with me that, “children have access to technology to help explore movement, such as wheels, pulleys, magnets and swings” (p.91). Thus teacher should be alert of the balance approach in the use of technology in early childhood education. I think is it very important for educators to note that yes we do need to give opportunity to experience the use of technologies like the computer but also have time limitations on how long they spent in using computer.
ReplyDeleteMinistry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.