Reflection 1: 09/08/13

“yummy, yummy”

 

 

I have noticed that some of the children have been really interested in baking banana muffins with the play equipment in the centre. So today I asked them if they would like to make their own banana muffins for morning tea. I gathered all of the ingredients that we needed along with the recipe cards. The recipe cards have step by step, both picture and written instructions of the process of making muffins. The children set out to make their yummy muffins.  

 

When I decided to do this experience with the children, I did not think that it would link in any way to technology. But from reflecting on this experience while writing a child’s learning story and reading the literature for this course, I have begun to understand that technology is more than ICT, “technology is about helping people and solving problems” (Smorti, 1999, p.5). By using the recipe cards (technology), the children were able to problem solve each step of the cooking process and share their ideas with one another to find solutions.  

During this experience I was really surprised that the children needed little help or guidance from me. The recipe cards are new to the centre, so I did not really know how the children would react to them. I was amazed at how easy it was for the children to understand the recipe cards and work together to predict what needed to happen next. This type of technology allowed the children to experience the range of skills and concepts that cooking offers. The children were able to learn and develop skills such as stirring, sifting, measuring, pouring and mixing. They were also able to practice maths concepts and develop reading and science skills (McKenney, 2008). But most importantly; I feel this type of technology supported children in taking responsibility for their own learning. The children co-operated with one another, expanding their language, while making decisions and it was all child-led.

I also noticed that during this experience the children were oblivious to what was happening around them; they were intensively focused on the process of making the muffins. As Smorti says “using the process approach to technology … it is the ‘doing’ that is important, rather than the ‘product’ (1999, p.6). I know from previous experience of not having the recipe cards while cooking with children, the children did not seem as engaged or enthusiastic about the process of cooking. I found that they were more focused on the product and when it would be ready to eat. By “intergrating technology tools into instruction … learners [are supported] as  they construct their own knowledge through completion of creative activities that enhance meaningful learning” (Keengwe & Onchwari, 2009, p.210).

From this experience I feel that I have learnt a lot about technology and its benefits for children. I use to dread cooking with the children because I always felt that it was very directive and teacher-led, which defeated the purpose for me. By adding this new technology to the children’s cooking experiences, I feel is extending their learning and “capability in solving practical problems, [which] contributes to self-confidence and well-being” (Ministry of Education, 1996, p.94).

References

Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: a technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209-218.

McKenney, D. (2008). Cooking with light bulbs and gadgets. the process way of cooking. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=140

Ministry of Education. (1996). Te whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Wellington, NZ: Learning Media Limited.

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