Final reflection

It has been great sharing my reflections with the group and getting constructive feedback from each group member. Being able to reflect on the children using technology in the centre has opened my eyes up to what technology actually is, as Smorti (1999) says “technology is about helping people and solving problems” (p.5). I am now more aware that children use technology in their everyday play, through the many technological devices that are available to them and the technological processes that help children solve problems.

The feedback that I received from the other members of my group was very helpful. The group’s feedback has made me question and think more about each experience and reflect on them in a more in-depth way. Reflective practice is about noticing and identifying your actions in the early childhood environment and using them to develop self-awareness about how and why you teach the way you do (O’Connor & Diggins, 2002).

Natalie’s comment that the process is where most of the learning happens for the children, I totally agree with. The process is where children investigate, analyse and discover new knowledge (Keengwe & Onchwari, 2009). I made the recipe cards for the children and the “yummy yummy” reflection was the first time that I had introduced them to the children, so I was really pleased at how the children responded to them. Both Keitha and Natalie suggested that I could get the children to make the recipe cards for the centre, which I feel is a great idea. It will extend the children’s knowledge of baking by letting them see the process right from the beginning – making the recipe. Having more recipe cards of different recipes, I feel will really benefit my centre and will make the process of baking more enjoyable for the children.

Erika commented on how the boys using the computer in my reflection “I know how to do it” followed the concept of tuakana/teina. This made me think more deeply about how beneficial this experience was for the two boys and how beneficial it was that T was sharing his knowledge with P rather than an adult. As Te Whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa Early Childhood Curriculum says “Children experience an environment where they are encouraged to learn with and alongside others” (Ministry of Education, 1996, p.70). Erika also commented on how T asked permission to use the computer. This is not a new rule for the children but I think that because they were without the computers for a while when they were getting fixed, the children have realised that it is an important rule to follow, to ensure that the computers are used properly.

Both Jo and Erika gave some really helpful ideas to further extend the children’s learning. I have implemented both of their ideas with the children and I feel that they extended the children’s interest as well as their learning about insects. First I got the children to print out the pictures of the insects that they were interested in and the children used them to create their own insects using collage. This got the children to look more in-depth at the insects and created conversation about where the insects live and what they need and do to survive. I then brought in some magnifying glasses for the children to use and the children took these pictures of the insects and we went on a bug hunt in the outdoor area.

I have also learnt a lot from reading the other group members reflections. Natalie’s reflection “Glitter art” made me realise that in my practice, I need to question the children more, especially if I am unsure of what they can and cannot do. Questioning is a vital teaching technique; it allows teachers to gain new information to better understand children’s knowledge and then scaffold them to a higher level of development (MacNaughton & Williams, 2009).

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.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: choices for theory and practice (3rd ed.). Melbourne, Australia: Addison Wesley Longman.

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

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

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