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Friday, 31 August 2012
Monday, 27 August 2012
Staplers - Reflection 3
The
children in my centre were busy with making things on the art table such as
baskets, cardboard cars, socks puppets, and booklets. I saw Child A was
creating a booklet by using A4 papers. She grabbed four A4 papers and put each
paper on the top of each other and then she folded them into half. She said to
me she wants a book therefore she can write and draw pictures and keep them
together. I thought that was an amazing idea. After she finished folding the
papers she asked me if I could staple her booklet with a stapler.
I
took out a stapler from a container, and I asked Child A if she know how to use
it. She replied to me saying that she does not know how to use it. Therefore, I
demonstrated and instructed to Child A how to use a staple, place the paper in
between the metal part and the bottom then press down on the top part of the
stapler as hard as you can, until the stapler makes its signature ‘chunk’
sound. I asked Child A if she wants to have a try, she refused to try it. Therefore,
I took out a paper and I staple it and showed to her, I said to her it is not
hard. I modelled how to use a stapler therefore the child can copy how to use
it. According to MacNaughton and Williams (2009) states that demonstration and
instruction are good techniques for teaching young children. Also Vygotsky’s
theory states that children can be learned difficult tasks by adult supports (Charlesworth,
2008).
She
said to me she wants to have a go, she picked up a paper and she placed it between
the staple and she pushes it down but it did not work. I let her staple by
herself because I believe that children learn best hand-on experience. Piaget emphasized
that hands-on learning is more important than sitting and listening to a
teacher (Gonzales-Mena, 2008). I suggested her to push down a bit harder. Therefore,
she had another go and she pressed down a harder and she heard a ‘chuck’ sound.
She stapled couple more times on the paper. I noticed she was all confident
with using a stapler, and she was all smiling. I asked her if she still needs
my help to staple her booklet, she said she can do it herself. She stapled her
booklet top middle and bottom part. The staple fully penetrated the paper, she
did a great job. I was very impress with Child A achievement on using stapler. By
using stapler I noticed Child A gained confident. According to Te Whāriki
(1996) when children experience the use of technology they develop “capability
in solving practical problems contributes to self-confidence and well-being”
(Ministry of Education, 1996, p.94). Also the use of stapler develops hands and
eyes coordination skills and the use physical skills (holding stapler and
pushing it down).
When
she finished staple her booklet, she was looking around stapler. Then she asked
me how a stapler works. I open a stapler and I told her that we need to insert
staples in the stapler, and I told her when you push the stapler down each of
the staple will penetrate the paper. Te Whāriki
states that “technology is growing experience in solving problems together
develops children’s understanding of how technologies can help them and others
(Ministry of Education, 1996, p.96). I asked her if she still needs to use
staple, she said no than I put the stapler away. In my centre, we do not place
staplers at children level because we consider that it is not safe for the
child to be used alone. When the children need to use a stapler they have to
ask from teachers and children need to use it under supervision
References
Charlesworth,
R. (2008). Understanding child
development (7th ed.). Clifton Park, NY., United States
of American: Thomson Delmar learning.
Gonzalez-Mena, J.,
& Eyer, D.W. (2009). Infants,
toddlers, and caregivers: A curriculum
of
respectful, responsive care and education (8th ed.). Boston, MA: McGrawHill Higher Education.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:
Choices in theory
and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Presntice Hall.
Ministry of Education.
(1996). Te Whāriki: He whāriki mātauranga
mō ngā mokopuna o Aotearoa : Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Picture reference
https://www.google.co.nz/search?hl=en&q=stapler&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&biw=1252&bih=562&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=nmY7ULS6OLCXiQfC5oCoAg
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