FINAL REFLECTION



As I have been, doing reflections and reading other group members reflections, I have noticed that all the group member's thought that technology was digital items. I also thought this but , we have all learnt this is not so, as we have been doing our People,Places, Things and Events Course. From reading different literature we have found that  technology can also be creative, problem solving, using the environment. man made tools are technology. " Technology is about helping people and solving problems" (Smorti, 1999, p.5).

In my reflections of non digital technology the children where using the environment and made made tools to create their own designs by problem solving with their knowledge and skills."Environment where children use a variety of technologies for different purposes as they explore the world" (Ministry of  Education, 1996, p.98). I think this is a very good question that is in one of my comments they said to ask the children, is there anything they would change, and why? This challenges the children to recognize the final product does not have to be the finished product.

I did my digital technology reflection on the children using a digital camera taking photos and extended their learning by supporting the children as we made a learning story together, with their photos on the computer. The children and I have been working together learning the different technology skills we have been using, as the children today know how to find their way around cameras and computers.
 Teacher's need to introduce digital technology as a resource in the centre and use it more often with the children.

In  Technology the children are using their listening skills, language skills problem solving, working together with others, sharing their ideas and taking risks
All the group members have the same option that teachers need to keep their knowledge skills for technology up to date so they can scaffold and support children in their learning of Technology.

Reference List:
Ministry of Education.(1996). Te Whariki: He whariki matauranga mo nga mokopuna 
     o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education,1, 5-10.

                            Hyperlinks to Comments

Shin: 

 http://shingoeshightech.blogspot.co.nz/2013/03/reflection-two.html
http://shingoeshightech.blogspot.co.nz/2013/03/normal-0-0-2-false-false-false-en-us-ko_3525.html

Ashona:
http://ashonaictchallenge.blogspot.co.nz/2013/03/reflection-3.html?showComment

http://ashonaictchallenge.blogspot.co.nz/2013/03/reflection-1.html

Danielle:
http://danielleiskewl.blogspot.co.nz/2013/03/cooking-as-technology.html
http://danielleiskewl.blogspot.co.nz/2013/03/ipads-in-early-childhood-setting.htmlhttp://danielleiskewl.blogspot.co.nz/2013/03/computers-in-early-childhood-setting.html

Alyshia:
http://yearthreeece.blogspot.co.nz/2013/03/reflection-three-extended-view-of.htmlhttp://yearthreeece.blogspot.co.nz/2013/03/reflection-two-camera.htmlhttp://yearthreeece.blogspot.co.nz/2013/03/reflection-one-ipad.html

Natasha:
http://tashaanderson11.blogspot.co.nz/2013/03/reflection-three.html#comment-formhttp://tashaanderson11.blogspot.co.nz/2013/03/reflection-two.html#comment-form

Reflection

Music

On Friday 22^nd, March I noticed D and L both three years old on the side of the mat and they were singing and doing the actions to the song Mrs. Bunny looks funny when she twitches her nose, Mrs. Bunny looks funny when she wriggles her toes, two floppy ears and two big feet. I love Mrs. Bunny ‘cause She’s so neat. Mrs. Bunny stretches, Mrs. Bunny flops, Mrs. Bunny hops and hops and Mrs. Bunny hops and stops.    By Janet Channong.

They were both singing this song but not keeping in time and having a lot of fun doing the actions. The music to the song was not playing and they were recalling the song from their memory. At mat time in the centre we have been singing the song over the last couple of weeks. ”By making, sharing and responding to music, students contribute to the cultural life of their school, whānau, peer groups, and communities” (Ministry of Education, 2007, p.21).

D and L are cooperating and helping each other,” Children experience an environment where they are encouraged to learn with and alongside others” (Ministry of Education, 1996, p.64).  They are also learning language skills and physical development while they sing the song and do the actions. “Children develop an ability to express themselves through movement and gesture” (Ministry of Education, 1996, p.97).

The teaching I used was to observe, listen “Staff can learn a great deal about preschool children’s social, emotional and cognitive development interests and needs by listening to what they say” (MacNaugton & Williams, 2009, p.121). Then I joined in with the children singing their song which gave them encouragement and they gained more confidence and sang louder. I then suggested to the children that we can get out our musical instruments to make some music while we sing songs. The children loved making their own music as we sang. “As children engage with and develop knowledge and deeper understandings of music, they draw on cultural practices and on histories, theories, structures, technologies and personal experiences” (Ministry of Education, 2007, p.21).ā

I feel D and L listened and recalled different songs we have been singing in the preschool. They cooperated, worked together have responded to the encouragement I gave them and were enthusiastic when they played their instruments. “In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas” (Ministry of Education, 2007. p.21).

D and L are listening, observing is very important as the children are expressing their ideas and knowledge on different songs and how to play the music instruments. They are communicating, sharing and working together which is social interaction.

When I was a child I did not have the confidence to get up and sing a song as well as play an instrument like D and L did together. I would sing at mat time with a group of people, very quietly.

Letting children develop their own ideas and knowledge through communication and listening is very important for their social development and relationship with their teachers and peers. “Te Whāraki 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 acquiring new knowledge and skills” ( Smorti,1999, p.5).

To extend on the children’s interest and learning in music and dance I would get the children involved in performing a small music production. I would get the children to sing five of their favorite songs while they are playing instruments or doing actions with the songs. After we had repeated the performance in the centre a few times we would invite their parents, family and whānau to come and watch the children perform.

Reference List

MacNaughton. G., & Willams, G. (2009). Techniques for teaching young children: Choices
         in theory and practice (3^rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

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) Technology in early childhood. Early Education, 1, 5-10.