Date:13 September
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| (Taken from google image) |
When I first noticed that teacher L was showing the two very young boys how to play the game, I thought it was impossible for two-year-old children to catch a falling apple with a mouse. However I had observed something that I felt impossible happened. Reflecting what I observed today, I need to re-shape my images of young children as competent learners in using Information and Communication technology (ICT). Playing the game “Apple Break”, Child J developed dispositions to learn (Plowman, 2006) by showing initiative, perseverance, and enterprise. He also gained manipulative control and skill in using the mouse (Ministry of Education, 1996). Seeing the sign “1” on the screen and hearing its pronunciation helped to develop the children's mathematical learning and understandings. This idea is supported by Yelland’s (2002) research in which the data revealed that mathematical understandings could be promoted and practiced in computer games.
In today’s fast developing technology, ICT plays an increasingly important role in the daily lives of both adults and children. The present generation of children is engaging with technology at a younger and younger age. Hence, they become very competent ICT users at a very early age. Bolstad (2004) demonstrated that the potential of ICT to enhance children’s learning has been recognized and many early childhood programmers now include using ICT with children.
I think it is crucially important to for early childcare teachers to be competent ICT users so that they can effectively implement ICT in their practice. This viewpoint is reflected in the ten year strategic plan formed by the Ministry of Education for early childhood education in New Zealand (Ministry of Education, 2002), that outlines confident ICT use by early childhood teachers as one of the goals to be reached by 2012.
From what I have observed today, I believe that the computer game offered the children opportunities to extend their learning in at least the same way as other materials if not better because it is visual and audio, and more importantly playful. The use of computers and technology in early childhood education has grown each year, and will continue for the foreseeable future. However, issues of access and the need for computer literacy for early childhood teachers will remain as significant barriers for many early childhood professionals. I appreciate Donohue's (2003) statement that as a field in which we have an opportunity to implement new technology tools in our practice to make a real difference for the young children, we should work together with parents and families/whaanau to overcome these barriers, and share our best practices with one another.
From what I have observed today, I believe that the computer game offered the children opportunities to extend their learning in at least the same way as other materials if not better because it is visual and audio, and more importantly playful. The use of computers and technology in early childhood education has grown each year, and will continue for the foreseeable future. However, issues of access and the need for computer literacy for early childhood teachers will remain as significant barriers for many early childhood professionals. I appreciate Donohue's (2003) statement that as a field in which we have an opportunity to implement new technology tools in our practice to make a real difference for the young children, we should work together with parents and families/whaanau to overcome these barriers, and share our best practices with one another.
References:
Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: Ministry of Education.
Donohue, C. (2003). Technology in early childhood education. Child Care Information Exchange. November/December, pp.17-20
Ministry of Education. (2002). Pathways to the future: Nga Huaraki Aratak. Retrieved from http://www.minedu.govt.nz/NZEducation/EducationPolicies/EarlyChildhood/ECEStrategicPlan/PathwaysToTheFutureEnglishPlanAndTranslations/Pathways_to_the_Future_Nga_Huarahi_Arataki.aspx
Plowman, L. (2006). Supporting learning with ICT in pre-school settings. Retrieved from http://www.tlrp.org/pub/documents/no15_plowman.pdf
Yelland, N. J. (2002). Playing with Ideas and games in early mathematics. Contemporary Issues in Early Childhood. 3(2). 195-215.
Wow! what a great maths and language game. I like the way child J can manage to catch the apple with the mouse. I think that he is quite good at estimating skills. I agree with you that computer learning games extends children's knowledge especially in literacy and numeracy they also have good fun and children learn more when they are happy I can tell that you read a lot from all the literature you have provided.
ReplyDeleteTinopai Jane!
Kia Ora Liyan,
ReplyDeleteAwesome to know the children have developed skills in using the computer an most importantly the help that was provided by the teacher. I believe teaacher's support and guidance in using digital technology is a must.
I like the learning programme that was designed specifically to meet the needs of children's learning. I believe children experiencing these moments will lead their imagination to other creative learnings.
Liyan great to see you have recognised a area within your learning that needs shaping.
I wouldin't say ICT is important because it is not a reliable source especially when it breaks down. But I would say it does have it's use for the purpose it was made for.
I agree early childcare teacher's should be competent ICT users, well at least have the basic knowledge and skill to be able to implement in their practices. I believe the most important issue is Health when it comes to technology. What do you think?
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ReplyDeleteWow Liyan, Isn’t it amazing to see how capable very young children can be when they have the right motivation to focus their concentration and they take up the challenge to master the complex skill of mouse control. That is quite impressive for such a young child and shows the development of many areas of body control and perception. I too may need to rethink my ideas of what our younger children are capable of. I think these types of fun and educational games are a positive example of using ICT to enhance and support children’s learning & development.
ReplyDeleteI like your ideas about teachers collaborating and sharing ideas with centre whānau in order to grow with the increase of technology use in early childhood centres. It would also be an opportunity to come to an understanding about the issues of cyber safety and responsible ICT use from the whānau and centre perspectives. I believe it is important that we come to shared understandings about what is safe and appropriate for children so that the parents and centre are supporting each other through this every changing path of technology. This could be a great chance to acknowledge and tap into some of the special abilities of our centre whānau if they can contribute to the centre programme by sharing their skills or knowledge in the area in a meaningful way.
Thanks for sharing your insightful reflections here, you have raised a few points that I had not considered before. Kia ora.