Much can be gained when children are engage playing with non digital activities such as blocks, matching card games and puzzles. It is very important for children to be given the freedom to freely choose which activity they want to play with. According to The Ministry of Education (1998, p. 17), “Educators should enhance children’s learning and development through respecting children’s preferences and involving children in decisions about their participation in activities.”
The next day I approach my head teacher if I can setup up the puzzle area. As I setup the puzzle area I decided to put the puzzles on the floor instead of the table for all children to have access without having to give up their turn for others. Children did not take any notice to the changes but gladly just went on doing the puzzles. They were on the floor moving from one puzzle to another once they finished. According to Feeney, Christensen, & Moravick (2007, p. 294), “Children need to play. Play supports the development of the whole child-a person able to sense, move, think, relate to others, communicate, and create.”
After examining this situation, I notice the learning and development opportunities that children gained through doing activities such as puzzles. Through technology, children are limit to what they use and do whereas doing things the old fashion ways still brings in amazing results. As children use technology such as the computers they only use their hands and eyes coordination where as doing things on their own encourage them to use variety of strategies work things out. As stated by The Ministry of Education (1996, p. 88), “Children develop the confidence to choose and experiment with materials, to play around with ideas, and to explore actively with all the senses.”
References:
Feeney, S., Christensen, D., & Moravick, E. Feeney, (2007). Understanding and supporting play. In S. Feeney, D. Christensen & E. Moravick (Eds.), Who am I in the lives of children? (pp. 283-308). New Jersey, USA: Merrill Prentice Hall.
Ministry of Education. (1998). Quality in Action. Te mahi whai hua. Wellington, New Zealand: Learning Media.
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.
Hi Mele,in reading your reflection I have learned that play is vital for children's learning and development. Using technology as puzzles, enables childre to use cognitive skills and communication skills. Children lear to be socially competent while interacting with other children. Te whaariki states that children build confidence in using materials that enables children to explore and build curiosity (Ministry of Education, 1996). Puzzle play encourages children to problem solve and learn to think on their own. In observing children's learning, this enables us as educators to scaffold in children learning.
ReplyDeleteHi Mele, I really liked reading this reflection of yours especially how you did scaffolding to support children so that they can identify the right puzzle pieces as the techniques of scaffolding involves social collaboration between the child and adult to enhance children’s learning. Vygotsky also emphasised the social environment in which children are able to learn from for example through interaction with more knowledgeable peers and adults (Santrock, 2009). You also allowed the children time and space and they were building relationship with each other This was a good way to show empowerment and encourage it and plus sharing and turn taking can be quite a challenge when it comes to young children and through this reflection. Great work!
ReplyDeleteHi Mele it was really wonderful to read your reflection. I strongly believe and agree with how you setup the different puzzlez on the floor so that the children have access to it. I would have done that as well. By doing this you made the children more confident to give things a go. I was also evident that the teaching strategy you used with children is to understand each others feeling by sharing the puzzle. I believe in Vygotskys theory where the children do not learn in isolation. I have noticed that you helped the child settle and you also scaffold (MacNaughton & Williams, 2009).
ReplyDeleteHello Mele. I enjoyed reading your reflection on children doing puzzles. I liked the way you solved their problem on space so that many children can do the puzzles at the same time. I know children like doing puzzles and some are really determined to have all pieces fit nicely together. They are learning important mathematical skills. I personally enjoy doing puzzles with children and sometimes I get really surprised and shocked to see how their mind works. They show me where the pieces go and fit the puzzles so nicely when I am struggling to see where it goes.
ReplyDeleteI liked how you describe puzzles as “an old fashioned technology” and how children learn more from it than computers. But just a thought I wanted to share with you is that do you think it is important to prepare our children for the world of technology ahead. We didn’t have all these access to technology when we were young but our children have access everywhere. The libraries have free sessions for children to use computers and do what they feel on the computers. I think there is a push from society towards technology and we should not deny it.