Imagination to Paper

Photographs, cinema tickets, endless readings and power points, the computer’s printer makes all this possible, that is of course, as long as it still has ink in it!  But, have you ever stopped to think about how our young children view the printer, well, I didn’t until now...

There are numerous programmes installed on our computers designed to extend our children’s development. These range from hide and seek fairy tales, cars racing around the alphabet track and programmes that encourage recognition of letters and numbers. However, with all these options, the favourite remains, drawing pictures and printing them out on the printer to hold in their small hands. 

On this particular morning, child N and T were sitting in the library, browsing a book. ‘Can you read this to us? I responded ‘Sure, we can read it together’. When we had completed the story, the children asked ‘How did they make this book’, I took advantage of the teachable moment and asked them if they would like make a book of their own, they agreed. Te Whāriki highlights, in the communication strand, that children should build up different ways to be imaginative and expressive (Ministry of Education, 1996). To meet this objective, I will suggest we access the computer and printer.

 

Elston (2007) writes that the computer printer not only enables children to see, hands on, the work they have created, but builds a link between the varying technologies of their world. The children set themselves up at the computer and began ‘creating’. As a teacher, I believe it is vital to let them ‘create’ their own book, as opposed to ‘taking over’ and offering to ‘write’ it for them. However, I did remain close, in case they asked for my assistance. The girls discussed with each other what characters they would use, what they would wear, and how big their’ castle’ was going to be. They then used the mouse and components of the’ Creative Programme’ to compile their visual story. Smorti (1999) writes that technology differs from science, as it emphasizes the creative and productive aspects of making something as opposed to the scientific principles involved. 

The children continued to draw and colour their ‘book’, on the screen. I watched and listened as they thought about ‘how the drawings would look on a piece of paper’. Child N asked me ‘Will the picture fit on the page’. I responded ‘I think so, shall we find out? The girls and I then went through the steps to activate the printer and print out their story pages. ‘There’s no paper’ child T said. ‘Oh, you’re right, where is the paper’ I asked. Child N, ran to the shelving, retrieved some paper and placed it in the paper tray. ‘Ready now’ she said. Child N clicked the mouse on the print button and we listened and watched as the paper began feeding through the printer. 

I recognised by their facial expressions that the girls were particularly proud of their work as it peeped out of the printer. I too, felt elated as they displayed their picture for us to see. ‘It worked’ she said, smiling, ‘Look, I made a book’ she exclaimed. ‘Well, almost’ I said clapping my hands, ‘Lets print out the rest of your pages so we can staple them together and read your book’. Tumeke!

The children accessing the computer and printer to create their book saw technology bringing their dreams into reality (Tsantis, Bewick & Thornton, 2003). While the Ministry of Education, (1999) explains that children using computers and printers to publish stories stimulates their interest in ICT and their desire to use them again. The authors also highlight that printing out children’s work can support the link between the home and centre, as children can share their work with whānau. The joy and delight the girls displayed when we read the book together was beyond description. I believe, in their eyes, the printer had presented them with a masterpiece.  Surely, as teachers, we want to support our children’s interest in ICT, because the possibilities are endless, but perhaps moreover, I suggest the world of ICT is also unavoidable, do you?

References:

Elston, C. (2007). Using ICT in the primary school. London: Sage Publications.

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

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

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

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

'Why wouldn't Dads car start?

The computer, love it or loathe it, we seem unable to escape its existence, unless of course we relocate to an igloo in Antarctica, right? Wrong, even Antarctica has broadband; just fasten a satellite on the outside of your icy abode and your good to go. Seriously, though, the use of a computer is becoming common practice these days for preschoolers through to our elderly. So, how can I facilitate this technological wizardry with our children? 

On this occasion, child R arrived at the centre exclaiming ‘Daddy’s car wouldn’t start today; he said it was too cold’. He hung his bag up, and then asked me ‘I move when I’m cold, why didn’t the car?  I responded ‘I’m not sure R; I wonder how we could find out’. The computer said R. ‘Kaipai’, let’s look it up on the computer’. Smorti (1999) explains that technology assists both children and adults alike to solve problems and is a significant area of the early childhood curriculum. While Helm & Katz (2001) propose that children asking questions and doing their own investigations using technology, are developing both their physical and cognitive knowledge. 

The boys and I sat near the computer, I watched as they pressed the button on, and pulled the mousepad and mouse into position. I believe their innate actions derived from accessing the computer on numerous occasions, both at home and at our centre.  The Ministry of Education (2009) writes that teachers should provide enhanced learning opportunities through the use of information technology, while building links with their home environment (Ministry of Education, 1996).

I asked the children ‘What do we want to find out’ and R responded immediately ‘Why the car was cold’.  The children and I discussed the different questions we type in to find the answer. The vast array of topics included ‘What cars are made out of’, ‘How they work’, ‘What happens if the engine is cold’ to the eventual result of ‘a possible reason the car would not start’. 

The children and I worked collaboratively to find our answers; they eagerly moved the mouse to click on the various icons, while I typed in the question. Tsantis, Bewick, and Thornton (2003) suggest that one on one computer time is an effective way to teach our children ‘how’ to ‘use the computer. This can include ‘where to click the mouse’ to ensuring the information accessed is appropriate. In addition, Friedman (2005) explains that searching for information on the internet is an effective way of answering children’s questions.

When we had concluded our investigation, I asked the children what they learnt about Dad’s car’, D replied ‘when the engine is cold it takes ages to start’ while R proclaimed ‘Dad needs a garage, then it will start and I won’t be late. I found their responses both rewarding and comical. This experience confirmed my initial belief that technology within our learning environment is paramount, computers answer our questions, provide us with information and it is unluckily we will avoid them as we grow...even if we move to the Antarctic.

Using the internet with children requires not only knowledge of ‘How the computer works’ but also ‘How to keep our children safe as they search’. For additional information about accessing the internet safely with our children, please click on the following link:

http://www.netsafe.org.nz/

References:

Friedman,S. (2005). Social studies in action. Young Children on the Web, November 2001, 1-9.

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

 Ministry of  Education. (2009).  Information and Communication Technology (ICT).  Kei tua o te pae: 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.

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

From Ordinary to Extraordinary

Look at something tiny, a spider, a fly or maybe some blades of grass. Do they seem ordinary, unassuming? Well, imagine viewing those 50 or even 100x times larger. What would you see? How would it make you feel? More importantly though, What else would you like to look at?

Well your bug may not look this enlarged but for children, it’s exciting none the less. I recently came upon the microscopes while cleaning our storage cupboard. I connected them to the computer and placed them near the science area. My practice is supported by Te Whāriki which outlines the importance of providing children with equipment that assists their technological and scientific learning (Ministry of Education, 1996).  It was not long before a group of children noticed them and began discussing their find. I approached the table and listened to their conversation. ‘What is it’ said child B. ‘It’s one of those camera things’ child H said. I approached the children and said ‘I wonder what it does? The children looked at me, then at the microscope, ‘You put stuff under it’ said child F, and then it comes out bigger on the puter (computer)’ he continued.

I watched as the children spoke excitedly about what they could ‘look at’. They then scurried around, travelling inside and out to gather their preferences. I watched as the children took turns to place their items under the microscope and examine them on the computer screen. I asked them what they could see’ Their response was ’T’s finger’ followed by ‘it looks like a sausage’ and ‘How come it’s cracked, let me see it’ from M who wanted to compare his finger without using the microscope. 

Smorti (1999) writes that teachers facilitating a process approach to technology are focusing on the ‘doing’ as opposed to the ‘final product’. It was evident, that although the children were engrossed in their use of the microscope, they were inadvertently using technology to explore and make sense of their world (Ministry of Education, 1996). 

Observing the children enabled me to recognise some children were apprehensive about actively participating in its use. On reflection, I believe these children would have participated if a few of our ‘lively’ children were not present.  

To meet my objective of enabling all children to access technology, I will set up two separate areas to play and learn with the microscopes. Helm & Katz (2001) explain that children will actively participate in their own investigations when teachers have considered their individual needs, which in this case would be to provide a quieter, less intrusive environment. This is supported by Ap and Talay- Ongan (2005) who also explain that technology is a constructive tool and teachers should adapt the curriculum accordingly.

The following link provides an insight into ‘How microscopes work’, with links to other informative sites, if time allows, have a look...

http://answers.askkids.com/Weird_Science/how_a_microscope_works

References:

Ap. E., & Talay-Ongan, A. (2005). Child development and teaching young children. Victoria, Australia: Thomson/Social Science Press.

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

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

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

New knowledge and dancing pictures

The photocopier is only used for copying and taking up a large space within our centres, right? Well, I thought so to, until I reviewed the humble photocopier and have since found it can do something magic...

On this particular morning, two siblings, who recently immigrated from South Africa, began telling me about their visit to Mum’s work over the weekend. ‘We saw two of those at her work, what do they do? Child R said, pointing at the photocopier. I asked if they would like to investigate what the machine does and they hastily replied ‘yes’. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa outlines that teachers should embrace opportunities which enable children to explore the wonders of technology (Ministry of Education, 2009). 

I realized I was actually uninformed of how the copier actually worked, but I did explain its purpose was to copy what we placed on the scanner. I asked them to find a book from the library and Child G retrieved his favourite, ‘Ben 10’. I showed them how the lid lifted up while explaining the picture needed to face downwards. We discussed how the light moved over the scanner and created the image. We then took turns to press the various buttons on the keypad.

 I supported the boys as they continued to copy different books and eventually various 3D items such as wooden cars and blocks. As they became more familiar with the copier, their confidence increased, thus enabling them to complete the copying process themselves.  As I observed them, they were chatting and smiling and I felt very pleased with their endeavours. Smorti (1999) writes that teachers embracing occasions to assist children’s understanding of technology are extending both their knowledge and familiarity. While, Mindis (2006) explains that working with technology creates the opportunity for children to find answers to their own questions.

It soon became apparent, that the image of some items transferred clearly while others were blurry. The boys and I discussed possible reasons for this, Child G suggested the photocopier batteries must be flat, while his older brother said ‘the light, the lid don’t close’.  ‘What could we do? I asked. The boys experimented covering the 3D items with large cloths to see if the quality of the print improved. Nastasi and Clements (1994) write that technology enhances children’s ability to problem solve and partake in critical thinking. While Smorti (1999) writes that children exploring with the use of technology will make sense of the world they live in while satisfying their curiosity.  

As I was unaware of ‘how the copier actually works’ I took the time to investigate further. I found the following video link showing an old photocopier, much like the one in my centre, bringing drawings to life.  Unfortunately, there is no sound but it is self-explanatory. Just take a thick pen and ask the children to do some drawings. Place it in the photocopier and press scan. A few seconds later, the light coming from the photocopier will transfer the drawings to the ceiling and display them moving around. 

http://www.pacesetter2000.be/tk/v2/?vid=15 

http://www.pacesetter2000.be/tk/v2/?vid=16 

After viewing the video clip, do you agree your humble photocopier has just become so much more than ‘just’ a copier? I’m going to try it...are you?

References:

Mindes, G. (2006). Social studies in kindergarten. In D. Gullo (Ed.), K today: Teaching and learning in the kindergarten year (Chpt. 10, pp.107115). Washington, DC: National Association for the Education of Young Children.

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

Ministry of  Education. (2009).  Information and Communication Technology (ICT).  Kei tua o te pae: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media.

Nastasi, B. K., & Clements, D. H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational computing research, pp.249-275.

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