I am aware that our children have been using cameras for a
while now at the centre. However, I had no concept of cameras as a possible
learning resource that could enhance and transform the children’s learning.
Finally, I have found the reason for this by reading the article by Tsantis,
Bewick and Thornton (2003). I doubted the effectiveness of using ICT in
children’s learning by misunderstanding the definition of ICT. ICT is not about
playing games on the computer but dealing with the use of information
electronically (Ministry of Education, 2007).
The teachers
at my centre (PMK) use cameras to encourage “Each child’s sense of camera
ownership and independent decision-making”(Richards, 2009, p. 4). This is a
major turning point for me to shift my teaching and learning practice. PMK is my
last practicum centre where my teaching and learning disposition has been
deeply developed by observing the PMK staff’s practice. At the moment, I am
volunteering here as my home centre. As I have experienced ICT related learning
daily at PMK, I have clarified and strengthened my understanding of ICT as an
effective learning resource.
The children
at my centre use a real camera to take photos.
My centre has got only three cameras so when a child asks for the
camera, the teacher takes a photo of the child’s face before giving it to them,
so that they know whose photo this is. I like this rule as it provides the
children with a consistent learning environment and enables the staff members
to consistently support the children’s learning. Then, the teachers observe the
children’s interests through their photography and offer the children possible opportunities (MacNaughton & Williams, 2009). For example, the children choose which photographs they want to have framed, to scrapbook and to make movies.
In addition
to this, the teachers create connections between themselves, the child and
their families (Whyte, 2010). Black and white photo books are made from the children’s
photographs. I have learned that this book is a great profile to share each
child’s interest and the learning process with his or her parents so that the
parents can understand what happens in the centre and their child’s development. "Parents, caregivers and families can benefit from using ICT to enhance communication with educators"(Ministry of Education, 2005, p. 3).
In the
morning, when I took some photos of the children, Child A asked me for the
camera. In accordance with my centre’s rules, I took a photo of Child A’s face
and then I passed it to him. I saw that he was really excited about taking
photos of people, places and things around the environment on his own. Once he
finished, he wanted to show us his photographs. The children and I enjoyed
seeing the photography and having a good conversation about them. After that, he commented, “this (camera),
more than I like it” (Child A’s voice).
As I have understood how invaluable this learning was for
Child A, I realised my perception towards ICT has since changed. I could see
Child A developing a sense of confidence and a sense of self by taking
ownership of the camera (Ministry of Education, 1996). It is really true that
opportunities to use ICT enable children to be actively involved in the
learning process based on their interests and inquiries. That is called, “a
learner-centred approach” (Ministry of Education, 2005, p. 6). This learning
process will absolutely encourage children to become drivers in their learning
process and tremendously impacts later a sense of self (Piaget, 1954 as cited
in Santrock, 2009).
References
MacNaughton,
G., & Williams, G. (2009). Techniques
for teaching young children: Choices in theory and practice (3rd
ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (2007). The New Zealand Curriculum.
Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum
Ministry
of Education (2005). Foundations for Discovery: Supporting learning in early
Childhood education through information and communication technologies: A
framework for development. Wellington: Ministry of Education.
Ministry of Education.
(1996). Te whāriki: He whāriki
mātauranga ngā mokopuna Aotearoa: Early
childhood curriculum. Wellington: Learning Media.
Richards,
R. D. (2009). Young
visual ethnographers: Children’s use of digital photography to record, share
and extend their art experiences. Retrieved from http://artinearlychildhood.org/artec/images/article/ARTEC_2009_Research_Journal_1_Article_3.pdf
I think that play is not only thought to be the most vital aspect of learning, but it provides opportunities for young children to enhance their self-esteem, confidence and make their own sense of the world that they inhabit (Ministry of Education, 1996). Play is considered as consisting of three dimensions: disposition, context, and observable behaviour. Disposition includes desire, attention, exploration, nonliteral behaviour and active engagement. The context or setting of play is usually chosen by the child and tends to be informal. The observable behaviour of play in according to Piaget: functional, symbolic, and play with rules. The more they are evident in the child’s activity, the more playful the activity is (Pellegrini, 1991). I believe that children learn when they are able to construct meaning from their experiences with the objects that they encounter. The best conditions for learning are found where there is active learning, inquiry, and problem solving, whereby children are engaged and curious in their explorations. These are all happened in the child who choosing camera for his/her play to explore about how things work and trying them out, and by the purposeful use of the technology (Ministry of Education, 1996).
ReplyDeleteReference:
Ministry of Education. (1996). Te Whāriki, he Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Pellegrini, A. D. (1991). Applied child study: A development approach. Hillsdale, NJ:Lawrence Erlbaum.
Reflective teaching and reflective practice play important roles in teachers education. I do believe that your centre rules of taking child picture's first before handling the camera to the children. It helps children take ownership of their interesting picture. I can understand now how important of children handling ICT at the centre. I totally agree with you the using of ICT enable children to be creative involved in the learning process. ICT is another way of dealing with how children extend their knowledge of using electronic technology like the camera to communicate with family.(Ministry of Education, 2007).
ReplyDeleteIn my centre used pretend play with blocks as camera and other technologies like computer and mobile phone. Observing these activities when children play around with technology especially real camera. Children develop confidence in using real camera to take picture of their interest and the support from teachers(NCSS 1994).
I like the ideas of using children photo to pick or let them choose their interesting one to frame. This a challenge for children to make use of ICT technology as problem solving, and teacher is the key to effective use of technology (Thouvenelle & Bewick 2003).
References:
Ministry of Education.(2007). The New Zealand curriculum. Retrieved from http://nzcurriculum.tki.org.nz/curriculum-document/The New Zealand curriculum.
NCSS 1994-NCSS (National Council for the Social studies). 1994. Expectations of Excellence: Curriculum Standards for social studies. Silver Spring, MD: Author.
Thouvenelle, S.,& C. J. Bewick. 2003, Completing the computer puzzle. A guide for early childhood educators. Boston: Allyn & Bacon.
Kia Ora Eunsun,
ReplyDeleteIt was great to read your reflection about using digital cameras with children. It is my understanding that your centre is the one that was in the video we watched in class which I made reference to in my reflection about digital cameras. It was awesome to be able to read about the use of digital cameras from an experience you had in your centre, and the strategies you and your centre use when using digital cameras with the children e.g. taking the child’s photo so you know which pictures they took. I think this helps to empower the children to take responsibility for their own learning (Ministry of Education, 1996). I also like how you said that this allows teachers to observe children’s interests through their photography (MacNaughton & Williams, 2009), as Te Whāriki states that children should be able to contribute their own special interests and strengths (Ministry of Education, 1996).
You also mentioned that the centre uses the photographs that the children have taken and turns them into books to be shared with the centre and families. Is this something that you are planning to do with Child A’s photographs as well? You observed that Child A enjoyed sharing his photos with others, so I wonder if making a personalised book for Child A could extend on that some more.
Overall, it was great to read how this experience has changed your ideas about using digital cameras with children. Ka pai!!
References
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rded.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.