Little Photographers

18/04/11

This morning a group of children asked me if we could go on a photo hunt around the centre where they could take photo’s of things they liked or liked to play with. I orgiasied with other teacher to be in my area for the morning and she agreed. I took these group of children for a walk around first so they could see all the things that could possibly take photo of. When we had walked around the centre I gave the camera to E and she went and took a photo of a tree down by the playground. I asked E “why did you take a photo of the tree” and she said “cause it’s pretty, and it’s green, my favourite”, I asked E if she wanted to take another photo and she said “no thank you” and handed the camera to Na. Na walked down to the playground and took a photo of the playhouse, I asked Na “why did you take a photo of the playhouse” and she said “I like to play in it with my friends and I like to climb on it”, I asked Na if she wanted to take a photo and she said “no thank you” and handed the camera to N. N took the camera and took a photo of a handprint in concrete in our garden, I asked N “why did you take a photo of that” and he “it’s cool”, N then ran down to the sandpit and took a picture of the sand, bucket and spade, N said “I like to dig in the sand”. N then ran to the deck and took a photo of some crayons and Lego blocks. N told me that he liked to draw and build towers and cars with the Lego. As N was walking on the deck he took a photo of the junior room and said “that’s my room”, N walked into the room and took a picture of the puzzle shelf and of me and said “you my teacher and I like  puzzles”. N then handed the camera to C walked around the junior room and took a photo of some children waking up and said “hello Y and D, have a good sleep”, C then walked over to the family corner and took a photo of the stuff toy lion and computer, C said “I like to write my name on the computer and I like the lion”, C then took a photo of me an said “I took a photo of you”. C then walked over to the stack of beds and took a photo, I asked C “why did you take a photo of that” and he said “cause I like blue and cause I don’t have to sleep anymore”. When C had finished he handed the camera to Se. Se took a picture of the plant that was on the table and said “we have one of these at home”, Se then walked out the room and walked up to the sandpit and took a picture of the sand, buckets and spades and said “I like to make sand castles” he then saw his friend Z swinging on the tyre swing and took two photo’s of Z and said “he’s my friend”. Se then handed the camera to S who took a photo of her basket and of the stones, I asked S “why did you take a photo of those things” and she said “cause I like the stones and I playing with my basket”.

I loved the way all these children shared the camera around with one another and took photo’s of things that were special to them around the centre.

E's Photo



Na's Photo



N's Photo's


 


C's Photo's


 
 

Se's Photo's




S's Photo's

These children have developed the confidence to express their ideas and creativity through the new technology and to assist others with this technology. These children are capable of acquiring new skills and become familiar with the technology, which will become a tool for them to understand their abilities as competent learners. According to Piaget’s cognitive development theory is states that “children actively construct knowledge as they explore and manipulate their world” (Berk, 2007, p. 19) through hands on exploring and through trying children lean and develop.

According to the Ministry of Education children should have the “opportunity to experience and enhance their learning opportunities through the meaningful use of ICT, which will enable them to enhance their relationships and broaden their horizons by exploring the wider world” (Ministry of Education, 2009, p.2). This was evident in this experience as the children now know how to use the camera to take photos of their favourite things around the centre.

Te Whariki highlights that “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them” (Ministry of Education, 1996. p. 88).  The children each used the digital camera to take photo’s of things around the centre that they liked or liked to play with. According to Smorti (1999) "technology is a creative and purposeful activity aimed at meeting the needs of opportunities through the development of products systems and environments (p.5)".

Reference List

Berk, L. (2007). Development through the Lifespan: 4th Edition. U.S: Pearson Education, Inc.

Ministry of Education. (1996). Te Whariki: He wariki matauranga mo nga mokopuna o Aotearoa/ Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (1999). Information and Communication Technology (ICT): Te Hangarau Parongo me te Whakawhitiwhiti: Kei Tua o Te Pae: Assessment for Learning: Early Childhood Exemplars. Wellington, New Zealand: Learning Media Limited.

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

Making Pink Playdough

27/04/11

This morning S asked me if we could make some play dough to put out on the deck so she could play with. I went into the art cupboard to see if there was anyone play dough made on Tuesday, there wasn’t. I got all the ingredients out of the art cupboard to make the play dough, I then asked S “what colour play dough do you want” and she said “pink”. S helped make the play dough by pouring the flour into the bowl, then she added the salt and cream of tartar and I poured the oil in. S stirred them together. I took S with me to get the hot water from the staff room, as I poured the water in I heard S count how many cups I put in, then I stirred it all together. I let S hold the bowl and we took it back onto the deck where S stirred the mixture and said “this is really hard Amy”. I then mixed it with my hands and found it very sticky so I asked S to add some more flour, S poured it in then her and some boys mixed the flour into the play dough with their hands. According to Lisa Babers (2008) “Children love to play with play dough and it is even more exciting when they can make it themselves. It is important just for children to see the process and grasp even a slight concept or understanding of how simple everyday items in their kitchen at home has all of the tools necessary for this project” (p.1, retrieved from http://www.associatedcontent.com/article/968718/how_to_play_and_learn_with_play_dough.html?cat=4)

Once the play dough was ready S and the boys helped me put the ingredients away and S placed the play dough in a bag then put it away in the Art cupboard, then it was time for morning tea.

After morning tea time S asked if she could get the play dough out and asked if she could have the shark and butterfly cutter. S helped me get the play dough and play dough equipment out and set it on the table. S and a group of other children stood around the play dough table using the rolling pins to smooth out the play dough, then used the cookie cutters to make different shapes. S used the shark cutter to and said “look Amy a shark”, C said “I making heart cookies” and J said “I making a butterfly”. S made three shark shapes, two butterflies and one heart then she counted them all together and said “I have 6 cookies”, S then handed them out to her friends. J made a butterfly, then held it up and said “look Amy it’s flying. C cut out some hearts and said “these are cookies for my Mum”.

S stirring the play dough

S adding extra flour

S, C, Ja and T mixing flour into play dough with hands

S making a Shark uisng play dough



J making a Butterfly using play dough



C making a Heart using play dough



Making and playing with play dough children learn mathematics when they measure out the amount of the ingredients. they also learn how to count and sort while playing with the play dough. This was shown when S counted how many cookies she had all together. According to Lisa Babers (2008) “children learn about conversation. but more importantly they learn while having fun. Children are able to be creative and their imaginations will soar” (p.1, retrieved from http://www.associatedcontent.com/article/968718/how_to_play_and_learn_with_play_dough.html?cat=4).

Te Whāriki states that “children experience an environment where they gain confidence in and control of their bodies” as “children develop strategies for actively exploring and making sense of the world by using their bodies including active exploration with all the senses, and the use of tools, materials, and equipment to extend skills.

According to Sheila Milnes “play dough is a sensory play material like sand and water. Children thrive on sensory activities. What can children learn just by squeezing and messing around with a little bit of dough? A lot” (2010, p.2, retrieved from http://betterkidcare.psu.edu/AngelUnits/OneHour/Playdough/PlaydoughLessonA.html).

Children learn to extend their fine motor skills, imagination and creativity, emotional development, social skills and they have longer attention spans when playing with sensory play activities.

Reference List

Babers, L. (2008). How to play and learn with play dough. Retrieved from http://www.associatedcontent.com/article/968718/how_to_play_and_learn_with_play_dough.html?cat=4

Milnes, S. (2010). Play dough: The Best Recipe For Fun and learning. Retrieved from http://betterkidcare.psu.edu/AngelUnits/OneHour/Playdough/PlaydoughLessonA.html

Ministry of Education. (1996). Te Whāriki: He Whāriki mātaurangi mō ngā   mōkopuna o Aotearoa.  Wellington: Learning Media.

Little People's Library

13/04/11

This morning K was sitting at the computer in the Junior Room, I said to her “K you know the computer isn’t working” and she turned around and said “I know that I playing libraries”, she then asked “what book do you want” and I said “do you have a dinosaur book”, she then typed on the keyboard and turned and said “yes”. K got up from her chair and said “come”, she walked over to the little bookshelf and found a book about a dinosaur and handed it to me, K said “come to the desk”, so I followed her back over to the computer and she asked for my book. To issue the book K typed the name of the book on the keyboard then bar coded it. I asked K “how long do I have the book and she said “6 days”. K said go over there and read the book pointing to the mat. Unfortunately the centre camera was flat so I wasn’t able to take any pictures. However in the afternoon when she woke up she wanted to play again, only this time she played with two other girls.

This afternoon K and Ka were in the family corner playing libraries. K asked Ka what type of book she wanted and Ka said “monsters”, so K typed on the keyboard to look up the book and she said “yes”, she told Ka to follow her over to the book shelf and she picked up a book called “The Gruffalo”. Ka then followed K back over to the computer were K issued the book. To issue the book K typed the name of the book on the keyboard then bar coded it. Ka then took the book and went over to the table, sat down and started to read it. Ka then picked up, walked over to the computer and asked “how long for book” and K said “7 days”. Ka then walked out of the library (family corner) and said “bye”. Ka walked over to the door of the junior turned around and came back to the library and said “here’s the book”, K took the book and said “thank you”, then she typed the books name on the keyboard and took it back to the book shelf. Ka wanted a turn at being the librarian so she went up to K and said “K your break”. K said “okay”, she grabbed a cup and a chair a took it into the block corner to make a staff room. K asked if she could have some water in her cup so she could drink it, so I filled the cup up and she told me that it was her coffee. I walked back over to the family corner (library) and asked Ka “what are you doing” and she said “typing new books”. Ka then yelled out “K the manger wants you” I asked her “why does the manger want to K” and she replied “cause she not meant to be on break”. K yelled from the staff room (block corner) “what, I on a break cause I don’t feel well”. Ka said “I want to go on break”, so she grab a cup and ran over to the block corner. I said to Ka “if you are on break and K is on break whose at the desk look R is going to walk out of the library with out getting the book out”, Ka ran over to the computer and said “I here, I here” and R handed her the book to issue. Ka typed the name of the book using the keyboard, then scanned the book using the mouse, then handed R the book back and she went over to the table and started reading. When R had finished reading she ask Ka if she could have turn at being on the computer, so Ka she said “yes, my break”, she hoped off the chair, grabbed a cup and went over to the staff room (block corner) and asked if she could have some water in her cup for her cup of coffee. While Ka was having her break R had three books by her. I noticed that she was typing the books name on the keyboard then scanned one book using the mouse, I asked her “why did you scan that book and not the others” she said “this one is for Ka and the others have been brought back”. Ka came over and handed R some money for her book, then R gave the book to Ka and Ka went and sat down at the table to read her story.

K Looking Up Book

K Finding Book on Shelf

K Issusing Book

Ka Reading Issued Book

KTaking A Break

      

Typing Up New Books

Ka Taking A Break



R Returning Books

 

R Issusing Book

Te Whāriki suggests that “children should experience an environment where they learn strategies for active exploration, thinking, and reasoning.  The ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1996, p.88).  Te Whariki also suggests that “children and their families experience an environment where connecting links with the family and the wider world are affirmed and extending” (Ministry of Education, 1996, p.56). These three girls have started to develop a sense of knowledge about the different occupations in the wider world.

According to Talay-Ongan and Ap (2005) they say that “play provides a new context for children to practice newly acquired skills and also to function on the edge of their developing capacities to take on new social roles, attempt novel or challenging tasks, and solve complex problems that they would not (or could not) otherwise do”(p.132). I will be extending on this play experience by organising a trip to libaray for the centre so these three girls can see what really goes on in a library and to allow them to get a book out so they can go through the process.

According to Helm and Katz (2001) they say “play experiences are very valuable for young investigators. Through their play, they often consolidate and make deeper and more accurate sense of their experiences and related concepts” (Helm & Katz, 2001, p. 56). the children in my centre love to act out the different occupations in the wider community for example, being doctors, being librarians, being teachers etc. The children in our centre also copy what the teachers say when they are playing (like these three girls saying about the break).

Reference List

Helm, J., & Katz, L. (2001).   Young investigators the project approach in early years. New York: Teachers College Press.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātaurangi mō ngā   mōkopuna o Aotearoa.  Wellington: Learning Media.

Talay-Ongan, A., & Ap, E.A. (Eds.). (2005). Child development and teaching young children. Southbank , Victoria:Thompson Social Science Press.