In the music corner, I noticed three children going through the book box trying to look for the story book “where the wild things are”. I assisted them to find the book which also contained a C/D. They all sat down with the story book and one of the children placed the C/D in the C/D player. As the C/D played on, the children listened to the story and tried to follow it with the story book. To my surprise, they figured out when to turn the pages over. The children all sat together in a group and listened to the whole story. I was totally amazed to see how a puppet show had actually extended the interest in children to further listen to the story. With a little guidance from me in searching the book, the children were quite competent and capable to actually pushing the right buttons, placing the C/D in the C/D player, playing the C/D and at the same time, following the story and turning the pages over on time. My observation of these children completely endorses what Ministry of Education (1996) states that children are competent and capable learners.
This experience has actually made me realise how technology has changed (more so advancing at an alarmingly rate). During my days, neither there was no C/D’s enclosed with story books nor were there any story books that had tactile experience in it. By reflecting on the past about technologists, their career milestones can help us learn about these individuals who made a difference in the technology sphere and in turn highlight it to children about some of the inventions ( Fleer & Jane, 2011). I shared my experience with the children and told them how lucky they were to have the story books with C’D’s now.When I compare my experience of growing up with only story books to children’s experience of growing up with C/D’s and story books now days clearly demonstrates that technology has advanced and is multidimensional. The designs have changed and will continue to change. Fleer & Jane (2011) requires us to understand that technology is multidimensional which entails technological knowledge, design processes and technical skills.
Apart from how the design had changed, using the C/D player was also technology. The children were able to use the C/D player confidently. They understood the process that by pushing buttons, inserting the disk and pressing the play button had enabled them to listen to the story via this medium. Smorti (1999) defines this as technology being skills and resources combined to find solutions. As I would presume most early childhood centres have C/D players, educators can use this medium effectively to foster the children’s learning and supporting them to acquire new knowledge and skills. Ministry of Education (1996) aptly suggests that children should gain experience using communication technologies and make sense of the world around them.
As our world is full of technology children experience a range of it as part of their everyday life. In the case of the above (using the C/D player) is part of their social world, they have it at home and watch their parents and siblings using it. Due to children having access to technology and the fact that they take active roles in their learning and display ability to seek information independently (Arthur, Beecher, Death, Dockett & Farmer, 2008), I feel we should not undermine their capability. It is time that I broaden my understanding of technology to effectively scaffold children’s learning in this area.
References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia: Thompson.
Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, New South Wales, Australia: Pearson Australia.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Photos from http://www.google.com/
Hi Shabnam!
ReplyDeleteA great blog that highlights the rapid advancements of technology in our world. While I have grown up around technology I can still see the advancements it has had from when I was a child. For example the only medium we had to play music was tapes and CDs; now there are iPod, iPads and the many other devices that play music.
I strongly agree with you that as techers we need to broaden our understanding of technology in order to effectively scaffold children's learning. Due to children growing up in a technologically focused world it is important to give children opportunities to experience and understand technology in the culture of this world.
Your CD experience with the children did just that. Not only were they children becoming competent in using the CD player (through problem solving to find which button did what) they were also learning in a social context and strengthening relationships.
I commend your commitment to fostering children's understanding of the CD player as I have experienced many teachers not even allowing children to use technology-I personally feel this is denying them learning experiences.
Lastly you mention the fact that you could not believe how competent children are in using technology. I felt this to, however after seeing the children using the technology I now know how much we have underestimated them
To further extend on mine (and hopefully others) knowledge-What ways would you suggest we as techers implement in order to help children understand the technology around them?
A really good blog Shabnam, I have learnt a lot :)
Shabnam, I enjoyed your blog about the children and the CD player. Your blog reminded me of a time a very, very long when I was a child, but instead of a CD player we had a record player. I feel children of this generation seem very digitally competent but if we had, had the same opportunities we would have been exactly the same.
ReplyDeleteAnother example of children being good with digital technology are my two sons, ben 7 and Seth 9. If I have a problem with our my-sky decoder, it is them that I ask for help not my wife. As you already know Shabnam, Māori have a word for this concept of a reciprocal relationship, it is Ako.
Look forward to your next blog, Andrew.
Hi Shabnam, after reading your blog I agree with you in that it is amazing how children understand and know just what buttons to push on the C/D player. Most homes and centres will probably own one so children have been exposed to these right from birth. I do feel that we underestimate young children and the knowledge that they already have. I believe they have gained this knowledge through observing their parents, carers and peers but it is not until we are put in a position to explore with them that we actually discover what they already know. It was great to see that you participated in extending the children with their interest as now you have become aware of their abilities.
ReplyDeleteYes you are also right in how things have changed from just having a story book to now having the C/D to follow as well. I feel this is a great idea as the children can enjoy their favourite stories whenever they choose which gives them the empowerment to be the leaders of their own learning. I also feel that if the children are turning the pages at the correct time then they have real understanding of how the book and C/D work together. I know that children are gaining literacy skills through looking at books as they see the words etc and feel that with the story being told helps the children to recognise the letters of words as they hear and look at the same time. What do you think?
We also have stories that have the C/D to go with it and through this technology it allows the children to also act the story out as it is being told. Using this then lets the teacher become really involved with the dramatic play as she is not the one needing to read the book. In saying that although I feel this piece of technology is great and supports children in many ways as they listen to stories, music and even themselves if they can be recorded I do believe that we as parents and teachers should not forget the art of reading the story and drawing the children in. I do hope that centres will use this technology appropriately and not just as a babysitter. Well done shabnam I liked reading your blog.
Isn’t it amazing how technology has changed and developed! What do you think about story CD books? I believe that we need to be careful to reflect on how technology affects us and the children we work with. In the past I have had discussions with my colleagues about CD books. One of my colleagues did not use CD books in her teaching as she believed that it removed the teacher from the experience. She believed that book time was an interactive time to build relationships, involve children and let them have and ask questions. Hearing her opinion really made me reflect on what I thought about CD books. I believe they are great as long as there is a careful balance and do not become the only way children hear stories. What are your thoughts?
ReplyDeleteAren’t children so quick to pick up on how to use technology (pushing the buttons to make the CD go). I agree that we should never undermine their capability. Great blog Shabnam I really enjoyed reading!