Where: Over 2s’room
After morning tea time, the teacher guided the children to the room and let them sit down at the mat. The teacher turned on the TV and played the DVD “Zip n’ Mac”, and then the children said “It’s DVD time” and watched it. According to the Strand (Exploration) in Te Whāriki, “children develop abilities to question, locate and process information and to see people, books, and other media as resources” (Ministry of Education, 1996, p. 98). In addition, “graphics and other forms of visual representation offer important tools for exploration and communication” (Ministry of Education, 2007, p. 34).
While the children were watching, I was curious about the content of the DVD and observed the children as well. I think that the duration of the DVD was around 10 minutes and the content focused on literacy learning for children, such as alphabetic letters through showing related words. The DVD showed and explained the letter “C”at the time, and some of the children followed the instructions to write “C” with a finger in the air and pronounce the words. However, a few children confused “C” with “O”, and then other children said “It’s C” and showed them how to write it. When the DVD was finished, the children sang the end song while dancing and jumping.
I noticed that the teachers used the TV and DVD to develop children’s literacy learning. In addition, the children acknowledged the letters and the words and supported each other’s learning through communication. According to the Strand (Communication) in Te Whāriki, “children convey and receive information and ideas with increasing purpose, accuracy and confidence” (Ministry of Education, 1996, p. 98).
I also noticed that the teachers made use of other media such as CD players, digital voice recorders and tape recorders during play-time and mat-time. Hamer and Adams (2003) suggest that “listening-recording stations are also useful for facilitating and providing a range of language and literacy experience for children of all ages” (p. 62). In addition, Hamer and Adams (2003) emphasised repetition of listening to recorded stories so that children can enjoy and internalise important aspects of literacy.
I agree that teachers can use scaffolding as their teaching technique to improve children’s learning. MacNaughton and Williams (2009) said that scaffolding can be used in a wide range of diverse learning areas and specific areas of skill development such as problem-solving and multi-media literacy through using new technologies. In addition, teachers can help children improve cognitive development and linguistic competencies. It is true that “scaffolding can also be used to build children’s literacy skills” (MacNaughton & Williams, 2009, p. 377).
I have concerns about the negative influence and factors of TV, such as electromagnetic waves and overuse or misuse by adults for their own child. For example, some parents might use TV to do their work and leave their own child alone with the TV. However, I also acknowledge and understand the importance of children’s technological experiences and the responsibility of educators which provide opportunities for children to explore technology (Smorti, 1999). In addition, “children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999, p. 5)
Here is a useful Videoclip (in Youtube) for media and children
I realised that I need rules to use TV and other media, such as appropriate time management and good educative content through planning. Before using the technological contexts, I have to be aware of implicit and undesirable messages through the contexts. Thus, I should carefully and consciously collect and select appropriate contexts which represent a variety of cultures, family backgrounds, languages and ages for children through reflecting (Tsantis, Bewick, & Thouvenelle, 2003).
References
Hamer, J., & Adams, P. (2003). The New Zealand early childhood literacy handbook, New Zealand Dunmore.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3rded.). Frenchs Forrest, Australia: Pearson Education Australia.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999, Autumn). Technology in early childhood. Early Education, 19, 5-10.
Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.
Google images. (2012). Image of getty_rm_photo_of_girl_watching_tv, retrieved from http://forum.davidicke.com/showthread.php?t=151629
Google images. (2012). Image of mzl_bvjpkjnd, retrieved from http://www.iappfind.com/app/448040578
Google images. (2012). Image of nursery-rhymes-6, retrieved from http://www.the-parenting-magazine.com/tag/reading-for-kids/
Google images. (2012). Image of olympus-ws-100-digital-voice-recorder, retrieved from http://www.olympusvoicerecorders.com/
Google images. (2012). Image of Portable-MP3-CD-Player-with-Am-FM-Stereo-Tuner-and-USB-Port-MP-CD471-,retrieved from http://cobygz.en.made-in-china.com/product/DbKmjaCPHnig/China-Portable-MP3-CD-Player-with-Am-FM-Stereo-Tuner-and-USB-Port-MP-CD471-.html
Google images. (2012). Image of Radio_Cassette_Recorder_TK_9938_197, retrieved from http://www.o-digital.com/supplier-catalogs/2227/2282/Radio-Cassette-Recorders-1.html
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Google images. (2012). Image of 992541505_byFjg-L-1, retrieved from http://photos.newtownbee.com/Journalism/Photos-from-the-issue-dated/13605866_hSxBbT/992541505_byFjg#!i=992541505&k=byFjg
Yes, I agree with your reflection on literacy learning through use of electrical equipment and the importance of controlling the use.
ReplyDeleteI think that technologies offer children integrated learning areas, such as science, math, language and arts. So it is essential to give children opportunities to experience technological resources and equipment so that children’s learning areas will be wider. And I believe that repetitive use of a programme from DVD or CD players maximise children’s learning depending on children’s interests.
Moreover, teachers should think about the negative factors when they use electrical equipment in centres. I think that controlling use of the electrical equipment, including computers and DVD should be shared with parents because children in centres might already have many experiences of technologies at home. Through collaboration with parents, learning and teaching used of the electrical equipment will be efficient.
Yes I agree with your reflection and your responses. Although TV programmes such as Zip and Mac are enjoyable and useful as another tool, I feel that it is too easy for parents/caregivers to use this too often resulting in children favouring TV instead of parents or teachers. I believe that TV is to be used sparingly and perhaps on rainy days.
ReplyDeleteI also acknowledge the importance of children's technological experiences and the responsibility of educators to provide opportunities. Overall I feel I would prefer children to learn and grow through play and be outdoors. "Children seek and need to have a relationship with the natural environment and knowledge of their own place in the environment" (Greenfield,2007, p.11)
Yes I agree that using educational television programmes aimed at young children can be used to support learning that is occurring. Zip and Mac is a good literacy tv program, however I think it is important to use television at certain times in the centre. The use of books, magazines, television programs, movies and collectables are all interrelated and are connected to children's popular culture. These then are part of their social world and "funds of knowledge", (Arthur, Beecher, Death, Dockett, & Farmer 2007 p.13).
ReplyDeleteUsing other digital technology during the day as well, continuous the experience for children to be surrounded by technology used in a positive way.
I agree that there a negative aspects to the use of tv in the centre, and perhaps the misuse and overuse by teachers. If it is for a short time and does not take away from other play and mat time then children could benefit from the educational shows provided if there is teachers present and watching with the children too.
Youri’s center so lucky they can use all bits of technology, I am a bit jealous for the richness of available for children and teachers range of technological equipment. They could use in everyday practice for teaching and learning, scaffolding for literature skills, the first steps of interfering with letters and numbers. Foundations for Discovery, released by the Ministry of Education in 2005, recognise the changes that happened in our society during the last ten years as well “as the importance that ICT plays in children’s lives. It provides a framework for ICT in early childhood”. http://www.educate.ece.govt.nz/learning/exploringPractice/ICT/LinksToFamiliesAndICT.aspx
ReplyDeleteYouri though her example proved that teachers, including herself, are fully engaged in facilitating technology for children’s learning. The recognition of the situation, extending learning process with usage of new technology is help and pleasure, but also the responsibilities to up-to-date and change owns view for the teaching process is very important, because “people have created and changed through technology” (Smarti, 1999, p.1). (160)
yes, technology has been involved in center daily education a lot. Teacher use technology at mat time as tools to teach children. They use CD player to play songs, some teacher use electronic piano to play songs and also let children to play one it. TV is a kind of technology very familiar to children. Children likes to watch TV at home. To provide some educational programs for children to watch during mat time is a very good idea. Because when children were concentrate and watching, that means they takes the information in to their brain, which means they will learn from the program. It will be even better teacher can extend it and ask some relevant questions to children. "Poor concentration and attention problems can be addressed by limiting screen time"(Clements, 1999).
ReplyDeleteClements, D.H. (1991). Enhancement of creativity in computer environments. American Educational Research Journal. 28(1), 173-187. C
Teachers use a lot of technology in center. They use them as tools to support children's learning. TV is always some thing children enjoyed the most. They have this kind of technology at home that they can access to it as well. It is just the matter of making this kind of technology meaningful and educational. Because many parents use TV as a baby sat tools to keep their children quite while they doing things.I like your idea of playing some educational program at mat time. Children can have some time in the day to sit down and focus to learn."Poor concentration and attention problems can be addressed by limiting screen time"(Clements, 1999). All children love TV, once your put the TV on it also is a good way to transition children from outside to inside, activity to another.
ReplyDeleteClements, D.H. (1991). Enhancement of creativity in computer environments. American Educational Research Journal. 28(1), 173-187. C