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.