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.