Reflecting one: Computers use in the centre:

In these modern days, technology plays a big part in our daily lives such as using ATM or eftpost, fax machine and many more. Technology has been increasingly updated over the years to help make things a lot easier for many purposes. So it is fair to say that children are interested when are given opportunity to experience learning how to use computers. As stated by Tsantis, Bewick and Thouvenelle (2003, p. 8), “As educators we need to understand how modern technologies can help us better meet the social, physical, and learning needs of young children.”

At the centre, there is an area where the teachers have setup two computers for the children to use as part of their learning. The purpose for these two computers is for children to use as a revisit of a special occasion, field trip or simply everyday play at the centre. The teachers will upload videos or photos of a recent trip or event for the children to watch and revisit that special moment that has been capture on camera. As I enter the centre on this one particular day, the teachers have put on photos of the children playing at the centre. One child came up to me and said, “Look mama Mele, I’m in the computer playing.” As I look at the child she had this big smile and excitement seeing her photos as well as her friends on the computer. So as I sat there with the children, they knew exactly which button to press to move the pictures. “Do you have a computer at home?” I asked the child. “Yes, I know how to turn the computer off and on,” she pointed out as she explained.  My own personal experience using computer is not really advanced as I hope to be. So seeing the children as they use simple function on the computer at this age is amazing. Tsanti, Bewick and Thouvenelle explained (2003, p. 4), “Children are intuitively computer competent and have an inexplicable, innate ability to use the computer and learn new software.”

As I observe this particular situation, I notice the anticipation and excitement as children taking turns flipping through photos in the computer. Most of the children were more advanced than others as they probably given access to either computer or labtop at home. They use their cognitive skills to refer back and remember how someone at home uses the computer or laptop. This is what Piaget refers to as schema, when a child learned something new and adds new information every time he/she revisits that memory. Claiborne and Drewery (2010, p. 12) stated, “Schema is a group of cognitive structures and processes that are used in understanding, and which help to organise our actions.” Children also use their fine motor skills as they are pressing the buttons on the computer trying out the bigger button as well as smaller buttons.

Reflecting back on this experience and how the centre introduce technology to children I was near satisfy. The centre design this area for children to use and have access to the computers for one purpose and that is to revisit and recall an event. However, much can be gained with children doing more than viewing video and photos of themselves. In these modern days there are plenty of programmes designed to enhance children with recognising letters, numbers and other learning activities. The centre believes that children colouring with crayons on paper is prefer as it enhance children’s body movement and hand coordination. However, the same result can be achieved when children are using the computer to paint or other things they normally do by hands. When they use the computer, children learn how to control their hands as they hold the mouse firmly and drag to how they want it. As explained by The Ministry of Education (1996, p. 98), “Children use a variety of technologies for different purposes as they explore their world.” 

References:

Claiborne, L. B., & Drewery, W. (2010). Human development family, place, culture. NSW, Australia: McGraw-Hill Australia Pty.

Ministry of Education. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Tsantis, A. L., Bewick, J. C., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. J.L. Wright & D. Shade. Wahsington, DC: NAEYC.