Part 3 - Reflective Blog

DAs I reflect on what I have learnt from other student’s feedback on my posts: I am glad to know that I encourage and support the use of technology within my setting in a positive manner. As the feedback I have been given supports this. The other students in my group were able to see my attributes and focus on the positive: however they are also able to point out things that I could improve on (O’Connor & Diggins, 2002). This I feel is really important in early childhood education. As teachers we can always make improvements in what we do and how we do it (O’Connor & DIggins, 2002). I appreciate how one group member noticed that through certain learning experiences I make the children feel valued from the beginning of the process: By certain things that I do. It was great that she noticed this as my personal philosophy believes strongly in encouraging this in children. I have learnt a lot from the comments my group has made on my blog and I have already started to put some of their ideas and suggestions into practice. For example: When making play dough with the children we have been experimenting with different ingredients for texture rich experiences it has been great.

 

I also enjoyed how members of my group were able to pick out some learning outcomes I may have missed. It’s also interesting to hear that some of my group members would like to incorporate some of the learning experiences I have done in my centre into their centre. Throughout my comments in nice to hear that my group members support my beliefs and my personal philosophy as these beliefs are very important to me when working with children “Education can only be as effective as the capabilities and dedication of teachers.  A sound philosophy, teaching in innovative ways, being flexible, and providing an interesting curriculum, are all important but insufficient if teachers are not committed to their own personal and professional well-being and growth” (Gibbs, 2006, p.56).

I feel from the other student’s feedback on my blogs I have learnt the importance of more than one persons opinion and contributions. I understand that we need to work together to provide the best and highest quality learning experiences for children.

The use of technology in early childhood settings is very important to children’s learning and development. The skills they develop when using a range of technology is proven to be very beneficial in the learning and development of children (Smorti, 1999). From using technology children are able to learn operational skills through using different types of technology like scanners, ipads, computers, laptops, mobile phones, radios, watching DVD’s on TV (Tsantis, Bewick, Thornton, 2003).

When children develop the knowledge of how to use and operate these types of technology when new technologies come out the children are able to easily use this technology from being provided these experience within their settings. Technology is so common in our world and we use all types of technologies in everyday life (Smorti, 1999). It is everywhere and we need to encourage children to develop this knowledge. However children are very competent in using technology I feel as long as we as teachers continue to provide these resources children will use them (Ministry of Education, 2004).

Children develop mathematical concepts through using different technologies like measurement and counting through making play dough for example. Children develop science concepts when they experiment with materials or recipes (Graham, Nash & Paul, 1997). When using technological equipment children learn and develop in a range of ways. Here are some I have noticed throughout my teaching experiences: observing others, researching skills when (using the internet or books). Children explore the world around them (Blake, 2009). Numeracy, literacy and physical skills are developed.  Children develop confidence when using a range of technologies and develop their teaching skills. Children often teach their peers how to use technology within our setting. The social skills that develop within these times are priceless and so important for children (Ministry of Education, 1996).

 

Reference List:

Blake, S. (2009). Engage, investigate, and report: Enhancing the curriculum with scientific inquiry. Young Children. 64 (6). 49-53.

 

Gibbs, C. (2006). To be a teacher: Journey towards authenticity. Auckland, New Zealand: Pearson Education New Zealand. 

 

Graham, T. A., Nash, C and Paul, K. (1997). Young Children’s Exposure to Mathematics: The Child Care Context. Early Childhood Education Journal. 25. (1). 31-38.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2004). Kei tua o te pae assessment for learning:  Early childhood exemplars. Wellington, New Zealand, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

O’Connor , A., & Diggins, K. (2002). On Reflection: Reflective practice for early childhood educators. Lower Hutt: Open Mind Publishing.