On Monday morning at the playground, I saw a group of children trying to fix a ‘digger’. When I moved nearer to take a closer look, I noticed that they were using different tools such as the hammer, screw driver, measuring tape and pliers to work on it. Being curious, I sat down at a corner to watch and observe what they were doing. I was so amazed that children are using tools and technologies to solve problem at a very young age. It really indicates me that there is no age discrimination to learn technology. Soon, I realised that they were playing the role of auto mechanics, trying to fix and repair the truck and diggers. One boy lay down on the ground and tried to look underneath the truck. Another was applying the screw driver to the wheel. They were busily working on their respective tasks.
I belive introducing technology sooner than later to make children interested and learning things. I bought “Bob the builder” tool kit and start explaining the tools and how to use them. I let them to use and explore the mechanism. I also suggested them that they could repair our old bikes. I found some old broken bikes from outside the garage. As soon as they got the tools and bikes, they started to experiment with them while pretending to be mechanics. They enjoyed screwing and unscrewing nuts and bolts, trying to fix missing wheels of the bikes. “I am a mechanic girl’ M said while trying to unscrew a bolt. “Here is your bike; your bike has been fixed”. They imagined that they were working in a ‘bicycle repair shop’, offering to fix bikes for their friends and pretending to receive payment.
I asked them an open-ended question “I wonder how you are so good with spanners?” “My daddy’s got a spanner like this” N said to me. Once he had got a spanner, he knew the name of the tool that he was offered. He tried with different kinds of tools to unscrew a bolt. S quickly joined in and said “It is not working”. “Oh, I see. So, how do you fix it?” I asked. The boys started to demonstrate to me what they were doing. N said “you can open and tighten with this spanner” by adjusting an adjustable spanner. T tried to look underneath the truck, checking for the problem. As they worked, the children were talking about the size of the tools; they were trying to find a suitable spanner for the different nuts and bolts. “This is too big, this is too small, and this one fits” while talking; they shared the tools with each other. Child N even took the role of the leader (boss) and gave instructions to the rest. They even had a trial run.
Well done! Our little mechanics….. What an awesome experience we all had. I really enjoyed working with you very hard in our ‘bike repair shop’ while listening and participating in conversations. It also fascinated me how you used your skills of logical thinking and reasoning while you were working very hard pretending to be mechanics. This incorporates early mathematical concepts of measuring and comparing skills.
Our aspiration as educators is to support children to develop a sense of themselves as “competent and confident learners” (Ministry of Education, 1996, p.9). It is clear that children’s interest and curiosity in a subject can motivate them to explore and develop fine motor skills. In working together, they learn to communicate and connect with their peers, and they develop social skills. I believe they learn to relate to each other and they also learn to connect what they do with the world and events around them (Gonzalez-Mena, 2008).
As an educator, I am empowering the children’s development by providing them with opportunities to further enhance their interest in vehicles and motor parts. In response to their keen interest, I would like to pre plan a visit to mechanic shop with the parents. The children can listen to the mechanic about the basic parts of the care such as engine, radiator, battery, etc and their respective functions.
This people, places and things class has opened my eyes to a wide range of technology-based tools that we use in everyday life. Through all these, I will gradually increase children knowledge of the world around them. They would also be more aware about problem-solving, asking relevant questions and acting out roles which they encounter in their everyday lives. Smorti (1999) suggests “technology is about helping people and solving problems” (p. 5). These children are exploring and finding out about their environment, people, places, things and events that have significance in their lives (Allen, 2002).
Reference List
Allen, P. (2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.
Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4th ed.). Boston, United States of America: McGraw Hill.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā 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.
Comment for the Reflection( our Mechanics)
ReplyDeleteHi Jawa, It is quite interesting to see the children playing with tools. I remember when I was little; I was not even allowed to touch a nail. Seeing the children using hammer, screw, driver, pliers even a spanner is wonderful. It gives the children an idea that how tools work. They experience an environment where they can take risks and learn how to be safe. I agree with you that we teachers have to provide children with opportunities so that children can experience the things, which we use in our day to day life. Children like to explore and develop their fine motor skills. It is good to see the children in your centre are “developing strategies for actively exploring and making sense of the world by using different tools, materials, and other resources to extend skills” ( Ministry of Education,1996). And I realised that boy has developed his social skills. Vygotsky believes that play is always a social experience even when the children are engaged in solitary play. The social world guides and stimulates the child’s development, and play specifically contributes to the child’s cognitive development ((Arthur, Death, Dockett & Farmer, 2007).And you can develop his knowledge by showing a wide range of books on tools. You can also let him learn the names for different tools.
References:-
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia: CENGAGE Learning
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.
Hi Jawa
ReplyDeleteWow what a great blog that reflects the importance of non digital technology and the joy that they can bring to many. I strongly agree with your views on non digital technology. I found very interesting the way children using the tools in their pretend play. They way children used hammer, screw driver, was wonderful and through this experience they are able to find out how these tools works. Giving children the power is as satisfying for them as they are able to really prove they are capable and confident in their abilities.
I agree with Lovely as she said that as educator’s we have to provide opportunities for children to experience tools and other things which are useful in their day to day life. You definitely are a teacher who pushes the boundaries you clearly demonstrated the importance of non digital technology through your practice. I appreciate the way you used open ended questions to foster child’s language skills. Reading through this blog found that the while children were using tools they develop their fine motor skills. I admire the way you reflecting upon your practice to enhance children’s learning.
Ka Pai!!
Our little Mechanics
ReplyDeleteHi Jawa Didi
I liked the way in which you were able to note the children interest and you were able to extend it through the use of Bob the builder tool kit. It was not just you extending the children’s interest but you were actually getting involved with the children and making links to their home life as well. I liked the fact that your reflection was base more practical non digital technology because often non digital technology is either overlooked or just not valued. I feel this blog might actually help other people/teacher realise what wonderful teaching and learning opportunities non digital technology has to offer. I loved the mechanics interest and was wondering if you could actually invite a real mechanic to come into the centre and talk to the children about what he does and the different tools he uses. It was a very interest read Jawa didi. Tino pai
That’s interesting Jawa. It’s lovely to see that your centre’s children were playing the role of auto mechanics, trying to fix and repair the truck and diggers. One boy lay down on the ground and tried to look underneath the truck. Another was applying the screw driver to the wheel. They were busily working on their respective tasks. And it’s good to know that child N said he learnt how to use spanners by observation his Dad do. Yes young children like imitation. Children like to imitate people around them and use their home experiences in their dramatic play. I think it is because children are spending most of their time exploring the world around them in order to make sense. Those early exploration include not only physical things but also people's behaviours as well. Gonzalez-Mena (2004) says that imitation is one of the ways children learn as they are copying adults' behaviours. You will pre plan a visit to mechanic shop with the parents. I think that's good idea. Yes, that child can truly listen to the mechanic about the basic parts of the care. Good on you Jawa.
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