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...
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.
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