Books

Now as most of you know I am a bit of a bookworm, which is why the reading area of the centre is a big thing for me. I feel books are an integral part of a child’s education and they represent a major leap forward in our technology and information base world-wide. I have noticed that children love to sit one on one with a teacher or in small groups and read stories, often over and over again if it is a favourite. Books to me represent technology on two levels. One is the means we have for creating the books themselves, from the written language and art to the paper and ink which form the books physical body. The other is the information contained in the books and the ability for anyone with the right skills to access that information.

I observed at a mat time that the teacher before reading a story would go over the different parts of the book. The spine, front cover, author and artist were some of the areas pointed out. While children learn the physical aspects of the books they can also see how it is put together. Books combine creative process and a purpose which are two of Smorti’s key aspects of technology (1999).

The other reason I feel books are so important is the information contained in them. Most cultures had a history of the ‘storyteller’ in their culture or ‘wise man’. These people were the ones who memorised the stories of their particular tribe and passed them on to their people. Te Whariki makes the point that children have the right to “experience the stories of theirs and other cultures” and also to develop non-verbal skills such as body language and literacy (Ministry of Education, 1996). Hieroglyphs and pictograms helped to cement a written history so that details did not get changed or forgotten in the aural traditions, but with the invention of books and the written languages of so many cultures we gained access to more knowledge than one person could ever remember. We now have the luxury of stories and poems that are completely fictional because they can be written and stored in ways that are inexpensive and semi-permanent. The internet has made the information more accessible across the board but without the original written word and books, we would still be very restricted in the knowledge and history we could access during our life. Paul Lai uses a poem by William Carlos Williams, which starts with “so much depends on” to illustrate the point that libraries with both digital and non-digital technologies are essential to the facilitation of knowledge (2012). I use the fact he was able to use the poem for his point because Williams was able to record it in a format we can all access.

When children read or listen to stories it uses their imagination to create the visuals in their mind. They develop listening skills and basic reading skills, and they can create stories of their own. Many stories in early childhood have morals or focus on certain behaviour in children, using the story to help build the moral groundwork for the children. Cultural stories and beliefs can be passed on to the children, and the use of rhythm and rhyme in many children’s books helps to increase their language skills. There are many benefits to reading with children and teaching them the basic reading skills.

Overall I think books are a huge resource throughout the world. While some people feel they may be becoming less important as the eBooks are becoming more prominent, I feel that while easy computer access is helpful, the hardcover copies are more durable and hands on for the children. They can feel the book and turn the pages and it is more satisfying than clicking a mouse. Also if some unforeseen event where to hit the technology and take it down for any period of time, a book can’t be deleted or changed quite as easily as a digital record.

  Lai, P. (2012) The case for non-digital technologies. Retrieved 26 August from; http://hacklibschool.wordpress.com/2012/02/06/the-case-for-non-digital-technologies/

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

 

Building blocks

Building blocks seemed very simple when I first looked at them. I mean they’re blocks of wood, what’s that got to do with technology? But as I watched the children play with them I realised that while they may seem like a simple resources they allow the children to freely express their creative building talents at any age. There are no connecting bits or movable parts but the simplicity itself is advanced. Building blocks come in a range of different shapes and sizes to allow for free flowing creativity. But each shape is carefully balanced and designed to be safe and light enough for the children to use. Many of the more ‘advanced’ building equipment for children has been designated for ages 3 and up because the increases in connectivity and design possibilities are too difficult for many of the younger children to figure out. The plain old building blocks require less fine motor skills but still help the children develop gross motor skills as well as learning about balance and weight and creating something beautiful with their imagination.

Smorti states “Technology is about helping people and solving problems” (1999). The blocks have been designed to allow children of all ages to safely begin their own problem solving processes as they learn how to build and create new structures. While most of the children in my centre have no trouble with Lego pieces or other different building materials there are a few who still find them difficult to use. Building blocks are the stepping stones for children to learn the basics of building so as their fine motor skills and creative skill grow they can move on to more difficult tasks and challenges.

 

 

 

 

 

 

An activity I have tried with some of the older children is using pictures of buildings made from blocks and seeing if they can recreate them or create something similar. We have a resource for this and the children enjoy it but often find themselves frustrated with the 2 dimensional pictures becoming a 3 dimensional building. This activity often ends up with the children asking for the help of the teachers and I find asking questions to get them to find the answers is the best way for them to complete it themselves and feeling proud that they have completed it by themselves. One of Te Whariki’s goals is for children to develop spatial awareness and how 2d and 3d objects are connected, so I feel this resource is really aimed at this goal (Ministry of Education, 1996).

I don’t know where the idea of blocks came from but I assume it was an upgrade from wood and stones found in the outdoors. They are basically a small version of building supplies for a house in that they are balanced and easy to handle. New shapes have come out over the years, from the oblong and long wood pieces to the half circles and triangles now in play. Colours are very popular and people have added letters and pictures to increase the child’s learning. Different materials have been used from plastic to soft materials for young children. However overall we keep coming back to the same basic design of the wooden building block. A staple resource for most early childhood centres.

My main realisation from this activity is that if we look hard enough, we can come to understand the objects and activities around us in a way we haven’t before. Blocks used to be just blocks of wood to me. Now I can see their potential for children’s learning and the design that has gone on to making these simple blocks to enhance the learning of the children in our care.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.

 

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.



Stereo systems

During my day at the centre I noticed that we often use music as a cue for transitions. The song 'tidy up time' signals the children to tidy up and sit on the mat

http://www.youtube.com/watch?v=KgqC4sdf-Es

Music is used throughout the day as background music, to initiate transitions, singing and dancing with the children, settling children, and at sleep time to help the children relax.

Our use of the stereo in the centre helps to create an environment where music is a valued part of the day, children love to dance and sing and this helps them to develop movement and vocal skills. The use of background music gives the children constant exposure to melody and rhythm throughout their play.

The stereo is a major part of the system. The ability to access many different songs and types of music for any occasion through digital technology has expanded the range of music we can expose our children to.

Originally music was on a person to person basis with the repertoire being limited to the memory and sheet music each person had. Now we can experience new and different music quickly and easily through the radio and Cd's we have in the centre.

Te Whariki (Ministry of Education, 1996) states that children should develop skills to express their feelings through creativity, and music is one of the mediums through which they can do this. The use of the stereo widens our range of available music but does not limit us to it. Music made by the teachers and children in the centre is just as important a part of the children's development. Cathy Fink in 'Theatre, live music, and dance." (Friedman, 2010) states that children need to understand that music is made by people, not technology. A teacher can support a child through the use of music by playing it, or helping the child create their own. It's important for the children to know how to make their own music.

One thing I have noticed is the songs chosen can often be the teacher’s selection. If the songs are chosen to encourage the children’s learning or emotional development that can be beneficial, however sometimes it can be because a teacher is bored of a song or wants to listen to their own music. Selecting age appropriate music is our responsibility as teachers and the children often have their own opinions about music. I recall an instance when I was at a centre where the children were very fond of Justin Bieber’s “Baby, baby, baby, oh”. This song was repeatedly played in the centre. Some parent’s didn’t mind but others thought the music and message of the song inappropriate for young children. This kind of decision is usually up to the individual centre and its parents.

Another benefit of music is how it can translate into other areas of the centre. Dance, storytelling, and many games use music to enhance the experience. This means they are not only developing their vocal, aural and creativity skills with the music but it can incorporate their movement through dance and games as well as imagination and creativity through stories and making music.

 

A disadvantage of the stereo in the centre is that it is often teacher run. Because the Cd’s are fragile and we don’t want anything broken it is stored somewhere the children cannot access it. Because of this children often get the impression that music is only for when the adults want it. This can restrict the children’s musical creativity as they cannot choose when to use the stereo system or what to play on it (Rohwer, 1997). I feel we need to make some of these resources available to the children. Whether through using a portable radio or making the music accessible to the children, they should be able to access the music as another activity in their free play, just as blocks, art and outside play are all readily available.

My favourite part about music is the flavours. Each culture has a different sound or ‘flavour’ to me and I want to be able to share the experience with the children. Each child will have a different taste in music and should be allowed the chance to form those preferences and try the different flavours. As children the music should be age appropriate but every culture has music designed for children and especially in New Zealand we have so many cultures and Te Whariki says each child should become familiar with the different cultures in their community (Ministry of Education, 1996). I feel music is an international language; it shows the heart of a culture and is a good start to help our children understand one another.

 

Friedman, S. (2010) Theatre, live music, and dance: Conversations about young audiences. Retrieved     from https://emit.manukau.ac.nz/bbcswebdav/pid-575658-dt-content-rid-   63833_1/courses/902.616-111/Friedman%20%282010%29.pdf

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā      mokopuna Aotearoa: Early childhood curriculum. Wellington:       Learning Media.

Rohwer, D.A. (1997). The challenges of teaching and assessing creative     activities. Update: Applications of research in Music Education 15(2): 8-11.