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
Hi Ayesu!Great efforts in guiding and supporting a child's interest in non technology tool.I feel that is our role as teachers to help children experience different ways of doing it. It is good to see you encouraging child's learning about non technology, which is as many learning outcomes focus on such as hand and eye coordination and fine motor skills. I think we also encourage children to involove in group activties because they learn very fast by seeing with each other. She can also become a competent user for the stapler. As suggested by Te Whariki Ministry of Education,(1996) suggested that children should be introduced in technology where they will gain more confidence to develop their own perspectives to continue experimenting new knowledge and skills.
ReplyDeleteWonderful reflection Ayesu. Creative conversation makes connection to children’s interests, is not that great? Also, brings forth other ideas that widen our observations and informed decision of what needs to be done next. It is good to see children practicing setting up their own learning activity. Children modelled what they saw us doing. Preparing a booklet tells me child A is ready to do some explorations in writing. It is part of his social interaction and cognitive skills. Guiding child A through to use the stapler develops child A’s communication skill as well as his rights to express his individuality of learning. But I am concern about using the word “penetrate” because you make child A wonder what does it mean. Using simple language is more appropriate for young children’s basic vocabulary learning. Why do you need to supervise children when using stapler? Are you stopping children’s learning from exploring and practicing new materials? If technology is about growing experience in solving problems and understanding of how technologies can help them and others, what would you say (Ministry of Education, 1996). My centre keeps stapler at children’s eye level so that they can access into it whenever they need it. Tumeke you made it.
ReplyDeleteVery good reflection, Ayesu.
ReplyDeleteI agree with you completely that staplers are very important pieces of technology that people could use. I have noticed that many children are very interested in staplers, scissors and cello tape. I like how you helped show the child how to use the stapler but you let the child do it by themselves. "Vygotsky's belief in the importance of social influences, especially instruction, on children's cognitive development is reflected in his concept of the zone of proximal development" (Santrock, 2009, p. 220). I agree with you completely that children learn more from hands-on experiences. I liked how you showed the child how staplers work and how you refill them. Our centre doesn't have staplers at children's level either. Staples are quite small and easy to lose so it is very understandable that you would want to supervise children when they are using them.
Once again, good job Ayesu. Tumeke!
Kia Ora Aye Su
ReplyDeleteNice reflection and well written. Kia Pai Aye Su. Stapler is non-digital technology and it useful tool for people. Staplers are most commonly used to hold things together and it very easy to use it. I like how you used different teaching strategies to teach child A when she needed help with stapling her booklet together. I believe demonstration, instruction and modelling are the best strategies for teaching children (MacNaughton and Williams, 2009). This is good idea that you encouraged her to staple it by herself this allow her to experience with the pressure of using stapler. Encouraging children to do things by themselves allow children to become confident and competent learner (MacNaughton and Williams, 2009). When you encouraged her to use stapler by herself, she refused to use it and it was great that you have scaffold her. Vyskygot theory states that tasks are too difficult for children to master alone but children can be learned by adult support (Santrock, 2009).