Reflection 3: 19/08/13

“We just need a ramp”

 

 

Today when I was in the outdoor area I noticed that G (aged 3), F (aged 4) and J (aged 4) were working hard in the sandpit. G said “Clear the way” as he scooped up some sand with the digger and dumped it in F’s dump truck. F replied “Thanks bro, I’ll be back” and he drove his dump truck over to J, who was patting a large mound of sand with a spade. F “Here’s some more, where do you want it?” J replied “Here bro” pointing to the mound of sand. F dumps the sand and then gives J a hand shake and says “latters” and heads back to G who has been waiting patiently for F to arrive back. The boys repeat this process a few more times before F’s dump truck cannot make it up the large mound. All three boys came together around the mound and talked about how the dump truck, which was too heavy to push up the mound, and wondered how it could get to the top. F said “we could pull it up with something” and J replied “Nah, we just need a ramp … my dad has a ramp to put his digger on the truck”. The boys look around and J finds a long plank of wood. They place it on the side of the mound and push the truck to the top.

From observing these children, I was amazed at how their imaginative play transformed with little effort because of the technology that was available to them. The digger, dump truck, spade and piece of wood are all technological devices (Mawson, 2011), which allowed the boys to role play and act out a scenario that they were familiar with. When the boys discovered a problem with the dump truck, they used their knowledge, skills and the technological devices available to them, to work together to find a positive solution. When children are recreating their experiences through imaginative play, they are planning, making choices, evaluating, extending and modifying, which is all part of the technology process; a process which arises from children’s imaginative interpretation of technological devices (Mawson, 2011).

Through imaginative play and the use of technological devices, the children were able to express what they have seen in their community and wider world. As Te Whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum says “children develop awareness of connections between events and experiences within and beyond the early childhood education setting” (Ministry of Education, 1996, p.56). J was able to make a connection with his dads work as a digger driver and the way that he gets his digger onto the truck. He was able to link this knowledge to his play and share it with his peers to problem solve and find a technology that is similar to enhance, not only his play but his peers as well. 

Reflecting on this experience; I have been able to see how effective technological devices are to children’s learning and development. My understanding of technology has increased, as I am now aware that technology includes “activity aimed at meeting needs and opportunities through the development of products, systems and environments” (Smorti, 1999, p.5). With this knowledge, I am better able to support children in the early childhood setting, as they carry out tasks and activities.

References

Mawson, B. (2011). Technological funds of knowledge in children's play: implications for early childhood educators. Australasian Journal of Early Childhood, 36(1), 30-35.

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.