Poi is originally made from
Harakeke (flax). It was used by Maori (Tangata Whenua) for women to
perform in the last century, but now we used plastic bags, newspapers and wool to
make them. The children use it not just for entertainment but also to
help with their hand & eye coordination as they swing it around. The
children are also learning about them by creating their own poi’s using
materials available at our Centre. For example, children sometimes used
their collage papers and placed them in plastic then used string to tie to form
their own poi.
“Technology is also a creative
and purposeful activity aimed at meeting needs and opportunities through the
development of products, systems or environments” (Smorti, S, 1999, p 5).
The Poi is a non digital technology and is also important to Maori waiata for
women when they perform for their people and others. The children are
also learning which culture it belongs to as we, in our Centre perform with it
when it comes to Maori week or the Matariki day.
“Technology is
never static. It is influenced by and in turn impacts on the cultural, ethical,
environmental, political, and economic conditions of the day.” (Ministry of
Education, 2011, p. 32)
The advantages of the Poi are
to help the children to identify where they belonged and also learning to dance
in another culture by using them. Poi is about creativity where children
learn to choose their own materials to make and also having the understanding
of Maori protocols, meaning of how to use the flax appropriately. This is
one of our cultural technologies that are used all the time so tat our children
can explore and learn. Other beneficial advantages of children using Poi are
that; it improves coordination and promotes flexibility. It also increases
confidence and self esteem in them. Coordination of Poi works both sides of the
brain improving bi-lateral motor skills.
The use of non – digital
technology helps children use more of their body parts and muscles where is digital
technology often requires the least of efforts. Digital technology makes have
become an essential part of our lives today but I also feel that it is good to
know the analog ways. It is important to include in our children’s education,
stories, tools and symbols of the past and how things came to be. According to Te Whariki, “children develop familiarity with an appropriate selection of the stories
and literature valued by the cultures in their community”. (Ministry of
Education, 1996, p. 78)
I think these are
good ways of getting children aware of cultural diversity. By sharing the
stories and symbols of different cultures, we (teachers) are creating a pathway
for them to learn and experience non-digital technology.
References:
Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo
nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New
Zealand: Learning Media.
Ministry of Education (2011). Tātaiako: Cultural Competencies for
Teachers of Māori Learners. Retrieved from http://www.minedu.govt.nz/.../MinEdu/Files/TheMinistry/EducationInitiatives/Tataiako/TataiakoWEB.pdf
Smorti, S. (1999) Technology in early childhood. Early
Education, 1, 5-10.
27th August 2012
ReplyDeleteHi Shaniza! I think that a non-digital technology like the poi is one of the best and meaningful learning activities that children can actually experience as there is no substitute for hands on natural resources. This is stated that “to inspire curiosity and enthusiasm for learning there is no substitute for hands-on child initiated inquiry about the natural world”. (Torquati, Babriel, Jones-Branch & Leeper-Millar, 2010, p. 99). I really like the way you interacted with children by demonstrating how to make poi, and develop a sense of belonging when they feel, touch, and use it for dancing activity like what you did with children. I like it when you use the materials to make poi which is of great importance and valuable to the Maori culture and you certainly respect the importance of these cultural resources by careful planning. Using non digital technology as poi is another approach to include cultural awareness as well as language development in our daily programme. Ritchie, (1999) states that early childhood staff should “support” the use of the Maori language, reflect the unique place of tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi (Ritchie, 1999, p.13).
Ritchie, J. (1999). The use of Te Reo Maori in early childhood centres. Early Education, 20 (winter). 13-20
Torquati, J., with Gabriel, M., Jones-Branch, J., & Leeper-Miller, J (2010). Environmental education: A natural way to nurture children’s development and learning. Young Children, 65(6), 98-104.
Wow! That is cool that you are doing the Fire poi.
ReplyDeleteFrom Laescueladelsol.