A basic form of information and communication technology – drawing!!

18/4/11                                                                                  Teacher: Mindy


Do people consider using a coloured pencil or a pen or crayon a form of technology? But it is just writing or drawing right? In my opinion, it is technology. Words and pictures on paper communicate to people. Pictures, in fact, are worth a thousands words. Furthermore, Smorti (1999), states that “technology is about helping people and solving problems" (p.5).  A coloured pencil, pen and crayon are therefore a form of technology. The Ministry of Education, (2009), also states that “information and communication technology can be defined as ‘anything which allows us to get information, to communicate with each other or to have an effect on the environment using electronic or digital equipment" (p.2).

So today, when I was sitting down at the art table surrounded with pencils, crayons, glue, scissors, sellotape, stapler, and paper, I realised that the children are using a wide range of resources and materials associated with technology. Children C and J were very busy people working diligently on their pictures.  I observed how hardworking they were and how they used this form of technology to use and develop their creativity and imagination. Technology is changing all the time for everyone including children and has come a long way with children having access to a lot of resources. C and J showed me their pictures. ‘Look Mindy!” They said “That’s awesome!” I responded. “Can you tell me about your picture?” They described what their pictures are of, flowers, a house and sun.  They went on to draw butterflies and a girl. J told me it the girl was Snow White and it was her house. “Great work C and J!” I told them.  They drew a few more pictures then showed them to me as well. J cut one of her pcitures out with a pair of scissors.  “Mindy we want to put the pictures together like a book.” “Okay!” I replied. To help them problem solve, I asked them “What can you use to bind the pictures together into a book?” They thought for awhile then pointed to the stapler. “An excellent idea!” I said. They got the stapler and stapled the pictures together into a ‘book’. They were very proud of their work, so they sat down, looked at their ‘books’ then put them away at their lockers so that they can take it home and show their parents and whānau. S came to the art table and drew pictures too. He drew some dinosaurs and I noticed he was really good. He went to put his drawing away. 

To extend on their learning I suggested to them that they show their books to their friends. They found M and S coming in from outside then they all sat down and C and J shared their books with them.  

What did the children learn?

The children expressed their creativity and imagination through the use of their art and craft skills such as drawing and construction of a ‘book’ and thus “develop confidence with the processes of art and craft" (Ministry of Education, 1996, p.80).

Because they asked me a question that lead them to develop a strategy to solve a problem as they are “exploring and making sense of the world”, thus "experiencing an environment where they learn strategies for active exploration, thinking and reasoning" (Ministry of Education, 1996, p.88).

J used and is developing physical gross motor skills when she was cutting with the scissors. Helps her hand eye co-ordination too.  They will "gain increasing control and skill in using materials and tools safely" (Ministry of Education, 1996 p.98).
The children’s drawings show their thinking and thus they were able to use their work to make plans and tell a story through the pictures in their ‘books’ (Wright, 2003).

They also develop and improve their fine motor skills as they hold the coloured pencil or crayon and draw. They are sharpening their perception and observation skills as they draw what they have observed and perceived (Gonzalez-Mena, 2008).

C and K see themselves as capable, competent learners taking responsibility for their learning. With scaffolding and guidance they planned for themselves what they wanted to do and make their own decisions and put their plans in action.

Where to next?

I would like to extend the children's interest in the story of Snow White by reading my Disney's Snow White book to them. I could also suggest to them to re-enact the story with dress up clothes depending on where it leads. 

To extend on their interest in drawing, I would like to show them photos, postcards, books of different pictures, and other items to inspire them to draw more pictures. They have never tried drawing with chalk on a blackboard before, which could be something that I could introduce to the children, as well as other resources such as whiteboard markers and a whiteboard.

An excursion would be good too to places that would extend the children interest in butterflies and drawing such as Butterfly Creek or Auckland Museum. The children have never been on an excursion as a class to those places before so I am sure they will love it! However it’s up to the children what they want to do though! 

J busy and working hard on her drawing

C is hard at work too. 

S joined us and drew lovely dinosaurs.

J cutting out her picture, great skills with the scissors! 

Reference List 

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw-Hill.

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood                                                       curriculum. Wellington: Learning Media.

Ministry of Education. (2009). Kei tua o te pai: Assessment for learning:                          Early childhood exemplars (20). Wellington, New Zealand: Learning                   Media. 

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19                      Autumn 1999, 5-10. 

Wright, S. (2003). The arts, young children and learning. Boston, United States              of America: Pearson Education. 

Ring Ring! Hello?

Date: 13/4/11                                                                                                              Teacher: Mindy


Since the telephone was invented, it has been a form of information and communication technology (ICT). You pick up the receiver, dial a number, the receiver hears and receives the call, answers the call then the conversation and communication begins. People can choose to talk to others on the phone if they prefer not to talk to them face to face, I feel it is the next best thing to talking to others face to face.

Today B brought her toy cell phone to KKH for sharing at show and tell time and showed it to me. “Look at my cell phone Mindy!” It was a toy Nokia cell phone. She had seen my cell phone before and so asked me to show it to her. I took my cell phone out of my handbag and handed the phone to her. My cell phone is a Sony Ericsson, but has similar features to other cell phones even though the brand and style is different. B studied the cell phone for awhile and I showed her the various features of the phone such as the envelope symbol is where you go to send a text message.  “Can I write a text message?” asked B. “Sure.” I answered and using the letters corresponding to the numbers on my phone, she wrote, “Hi Mindy my name is B.”  Then C and A came over to join us by this time.

Then B used her cell phone, pressed a button that made a sound then said, “Hello?” I picked up my phone and then also said “Hi B! It’s Mindy! How are you today?” “Hi Mindy! I’m good!”  “Isn’t this fun? Talking on the phone?” “Yup! Hahaha!” “Cool eh?” “Yup!" "We should do this more often!" "Yeah!" "Okay B, thanks for calling, it's time for Mindy to go now, nice talking to you!" “Okay, bye!” “Bye!” I put the phone away and B showed C and A her cell phone, pressing the buttons, then B made a ‘phone call’ to A and C and they had a phone conversation. Then I watched B “call” her Dad, pressing the buttons to dial a number and talked to him - "Hello? Hi Dad! It's me B! How is work going today? Can you buy me Nutella for my lunch? Ok thanks, Bye Dad!" I went to B and said “Nice of you to want to talk to your Dad. You miss him don't you?” She nodded. Then I explained to her that when she does talk on the phone to make sure that it is with someone she knows and not to use silly language when talking or texting, to emphasise the centre rules and model safe use of information and communication technology. C and A found a cordless phone from the family corner then B called them  and they had conversation together. 

B writing a text message

With the use of a form of ICT like cell phones, the children learned numerous skills. Through provided opportunities the children was able to learn to initiate a conversation and take the initiative during conversations, develop the ability to converse with others and “the expectation that verbal communication will be a source of delight, comfort, and amusement and that it can be used to effectively communicate ideas and information and solve problems” (Ministry of Education, 1996, p.76). They also develop listening skills and then reply with an appropriate response (Ministry of Education, 1996). 

B learned she can verbally communicate on the phone her needs and/or wants to someone like her Dad. That is how telephones work and at some stage in the future she will make an actual phone call with a real telephone or cell phone beyond her home or classroom. Obviously she already has some knowledge and skills from watching her. B also learned how the letters and numbers interlinked as she wrote a text message using an actual cell phone, and thus how a cell phone works and its popular feature text messaging. I feel in the future she will be really good at it. 

Children’s belongings tell a lot about themselves and their interests to others. Thus when a teacher and other people show an interest this allows them to develop “a sense of ‘who they are’, their place in the wider world of relationships, and the ways in which these are valued" (Ministry of Education, 1996, p.68.). 

B showed me she found the envelope symbol and is about to click on it

Everyday experiences, especially in technology, I feel, should be incorporated in early childhood centres to enhance children’s learning (Ministry of Education, 2005). This is now part of their lives and learning journey as they continue to utilise and develop their communication and social skills.

Obviously, a cell phone, when used properly can create opportunities for social interaction and conversation (Van Scoter, Ellis & Railsback, 2001). As a teacher I feel I should model safe and responsible use of information and communication technology to encourage the students to be safe and responsible users of technology (Netsafe, 2008) as well as identify and deal with the concerns of safety and appropriateness (Ministry of Education, 2005).  It is important for B to learn to keep safe from harm (Ministry of Education, 1996). 

A now is talking to B 

Where to next?

I would provide my students with an opportunity to explore with different types of telephones such as various used but real telephones and cell phones, where the children can press buttons and make numerous phone calls and conversations. I could take the children to the office so the children can observe ICT in action, for example how the fax can work like the telephone as well as observing the telephone being in use in the office. "Identify and accessing ICT resources beyond the classroom is one way of helping children to see ICT being used in real contexts" (O'Hara, 2004, p.55).

I might also provide the children with the resources and materials for them to make telephones, such as paper cups and strings, cardboard, paper and more. This will help the children learn the different creative ways that telephones and phone calls can be made. 

C is now talking to B

B calling and talking to Dad

A and C having another conversation and enjoying it!

Reference List

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood                                                       curriculum. Wellington: Learning Media. 

Ministry of Education. (2005). Foundations for discovery. Wellington,                            New Zealand: Learning Media. 

Netsafe. (2008). Netsafe kit for ECE. Wellington, New Zealand: Ministry of                  Education.

O'Hara, M. (2004). ICT in the early years. London: Continuum. 

Van Scoter, J., Ellis, D., & Railsback, J. (2001).Technology in early                        childhood education:   Finding the  balance. Portland, United                       States of America: Northwest Regional Educational Laboratory.

Baking Time! Yummy Chocolate Cake! By Mindy Cheung

Date: 6/4/11                                                                   Teacher: Mindy
                  
When people think of technology, most of the time they would be referring to electronic things like computers, television, cameras, telephones and so on. This is information and communication technology or ICT for short. But have people considered technology in a broader sense and other aspects of technology? I've come to realise that even simple objects like a pen can be a form of technology, when technology is considered in that way. This object can enhance children's learning when used for a scientific or technological purpose (Hubbell, 2007). 


So, today when I was baking with the children, I also realised that they are using a form of technology - food technology. It involves the processes and steps in the preparation and manufacture of food. We will also need to consider the ingredients, materials, the processing of the ingredients and cooking 
equipments, how we get to the final cooking step in the process (the oven, stove?) to the final end product - the meal!  Yum! 

I wanted to bake a gluten free chocolate cake because J is on a gluten free diet and I felt it was important to include him in this activity as he likes to participate whenever the teachers do a cooking activity. So, I gathered all the children around a table, with all the ingredients and materials ready. They all waited patiently. 

Then, step by step I went through the method of the chocolate cake recipe, explaining what needs to be done and then they can each have a go at it. Like for example, the first step was to sift 1 and a half cups of flour and so the children, using a spoon, spooned 1 cup then half a cup into the sieve. J asked "Why do we need to sift the flour and baking powder?" Good question J! To explain, I answered "We need to sift the dry ingredients to break down the big parts and make them into smaller bits, then the cake will be nice and light." This baking activity allows children to think about the process and thus they will have questions (Ministry of Education, 1996). 

 I showed the children how butter was melted in the microwave, A put the plate of butter into the microwave and I showed him the buttons to press. Whir goes the microwave then they heard it beep when it was done. They were fascinated at how the microwave had melted the butter, exclaiming "Cool!" "Wow!" They got to take turns pouring the ingredients into the mixing bowl and then using a wooden spoon they took turns mixing the ingredients, passing the bowl around the table to each person. Here, they are learning about turn taking whilst observing what is involved in cooking such as knowing what ingredients are needed, the equipment, and so on.  These are the "responsive and reciprocal skills" that the children are developing which is essential (Ministry of Education, 1996, p.74). 

They had questions answered during the process which allows them to develop their language and verbal communication skills for complex purposes (Ministry of Education, 1996). 






 At last the cake mixture was poured into the cake tin and the children watched me put it into the oven. I allowed the children to taste a little bit of the cake batter left in the bowl, so that they can utilise their taste buds and thus "making sense of their world by using their bodies, including active exploration with all their senses" (Ministry of Education, 1996, p.86).  During this time I also had a talk with J about the fact that I too, like him, am also on a gluten free diet. "Are you gluten free?" He asked me, surprised. "Yep." I answered and showed him my lunchbox. 


What else did the children learn? 
From the experiences, observations and conversations the children also learned that the microwave can melt the butter and turn it into liquid. When mixed the ingredients turn into an uncooked batter, then it is edible once the cake is baked and out of the oven. They had the opportunity to explore and talked about the certain processes involved in cooking and what happens (Ministry of Education, 1996). 

They need to learn to be safe when handling food such as the plate of melted butter which was why I discussed with them about handling hot food. Thus they will know how to keep themselves safe from harm (Ministry of Education, 1996). 

They were told to wash their hands before going to the table  and I explained why they should not put their fingers in their mouths while mixing the ingredients in a way they would understand - to avoid the spread of germs and sickness. Food hygiene is very important, and what they learn will emphasize what they are being taught previously about safety and hygiene when cooking (Gonzalez-Mena, 2008). 
Through our conversation, J was able to relate to me through the fact that he and I are both on a gluten free diet. This is something that we have in common. Thus he is not the only one! He is developing an understanding of his body and his nutritional needs as well as a sense of himself as a person (Ministry of Education, 1996). 


I felt that cooking with the children was a meaningful, educational and purposeful activity which enabled to meet their learning needs (Smorti 1999). The skills and learning are certainly useful. 


I would like to extend the children's learning with further cooking activities that involves food processing such as an electric beater, the blender and so on. They would be able to see how a smoothie, for example can be made with the blender. If possible, a trip to a bakery, I feel would certainly extend the children's learning and interest in food processing and baking.  

J is mixing up the ingredients with the electric beater :) 

Our cake cooking in the oven, mmm! 

Mixing the batter!

Reference List

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw-Hill. 

Hubbell, E. (2007). Technology in the early childhood classroom. Learning 
           Connections. 3, 32-   35. 

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood curriculum. Wellington:      

           Learning Media.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19                     Autumn 1999, 5-10.