One
afternoon a group of older children put on a play, with the play being based on
the story of the “three little pigs”.
The rest of the children were the audience sitting in a semi- circle
around the “stage” on chairs. While the
play was being enacted, I noticed a child moving around with a camera taking,
what I thought were, “pretend photos”. The reason I thought the photographs
were pretend was because the camera looked like a child’s toy, however, as I
found out later, the camera was real being made specifically for children. I watched this child for some time aiming the
camera carefully at both the actors and the audience. This child was displaying
his technological competence in using the camera as well as being an active
agent in his own learning (Arthur, Beecher, Death, Dockett & Farmer, 2007).
When
the opportunity arose I asked W if I could look at the camera discovering, at
this stage, the camera was real; W said I could also look at the photographs he
had taken, impressing me with the quality of the photographs. While I was looking through the photographs W
told me that he would download them the next day at mat time. I was astonished
with this information as downloading photographs onto a computer is a skill I
have learned only in the last couple of years.
W went on to say that the teacher would type his story up based on the
photographs he had taken, putting his story on the wall and into his
portfolio.
Using
the camera to tell his story offered W a technological form of exploration
while enabling him to communicate his thoughts and ideas visually to others in
the centre as W is unable to read or write yet (Ministry of Education, 2007; Ramsey,
Breen, Sturm, Lee & Carr, 2006). Through visual means of communication,
such as the use of the camera, W was able to explore and convey his ideas with
confidence and accuracy with the laptop providing the means of presenting his
ideas and vision to others (Ministry of Education, 1996). Watching W move around taking his photographs
with complete confidence and listening to him explain how he was going to
“write” a story highlighted to me how digital technology can be used in centre
to enhance children’s learning.
W,
by using the camera, was taking responsibility for his own learning, using non-verbal
means of communicating his story thereby demonstrating his understanding that
photographs can be used to communicate his thoughts and ideas (Ministry of
Education, 1996). Through using the
camera and the laptop to create his story W is able to revisit this experience
enabling him to strengthen his identity as a confident and competent learner as
well as developing his story-telling abilities (Ministry of Education, 1996;
Ramsey, Breen, Sturm, Lee & Carr, 2006).
As
digital technology is such an important aspect of people’s lives today giving
young children, such as W, the opportunity to use this technology ensures they
develop familiarity with such technology.
Developing expertise with digital technology at such a young age
encourages their curiosity, while also providing links to their home life and
their community (Ministry of Education, 1996).
Using the camera is a way of motivating W and other children to
participate in telling their stories through a medium that may have more
meaning to them while adding excitement and interest to W’s learning (Ramsey,
Breen, Sturm, Lee & Carr, 2006).
Reference
Arthur, L., Beecher
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum. Wellington,
New Zealand: Learning Media.
Ramsey, R., Breen,
J., Sturm, J., Lee, W., & Carr M. (2006). Strengthening, learning and teaching using ICT. Retrieved from
http://www.educationcounts.govt.nz/publications/ECE/22551/22563
Wow! It would be good to know what career this young man has in 24 years’ time. Photography is obviously a real interest for him or just maybe he will be an author, since he is already getting a teacher to write his story. I was wondering if the teacher had thought of making a book for this child as well, instead of just displaying the photos on the wall and having a record in his portfolio. For the child to have a tangible object e.g. a book that he has written and illustrated with photos he had taken would be great keep sake for the child. According to Dauksas & Chvostal-Schmidt (2011) when children make and read their own books it promotes literacy as it offers a playful and appropriate transition to printed materials.
ReplyDeleteThis creative technological experience would have provided the child with opportunities to foster his creative thought and expression which are essential aspects of our curriculum. All children want to be competent learners, and I believe that by making a bound book with the child he would have opportunities to discovering unique solutions to problems, thinking flexibly, investigating activities and have a sense of wonder (Isenberg & Jalongo, 2010).
References:
Dauksas, L., & Chvostal-Schmidt, K. (2011). Nontraditional books to engage emergent readers. Teaching Young Children 5(2), 6-7
Isenberg, J.P., & Jalongo, M. R. (2010). Fostering creative thought and expression. In Creative thinking and arts-based learning: Preschool through fourth grade (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall (pp.71-100).
Catherine,
ReplyDeleteChildren today live in a very visual world and are used to seeing images everywhere which is why a digital camera is good way to start young children on the path to becoming technological. When children are given the opportunity to take photographs they are also given a way of communicating their ideas in a different way to writing or talking, but which work with language (Moreland & Cowie, 2007). They are used to seeing photographs in family settings, and noticing adults take, look at, and talk about photographs (Moreland & Cowie, 2007.) It gives them a tactile and visual experience and a sense of empowerment in taking and choosing the pictures to keep (Ministry of Education, 1996). Arranging for the child to download his photographs and then helping him to type up his story demonstrates how teachers help extend a child’s learning, and help them to understand how different technologies can complement each other. In helping him to link his pictures to the words he wants to use and then placing his finished work for others to easily see, also helps him develop a feeling of well-being and belonging (Ministry of Education, 1996). He is also developing a sense of empowerment and responsibility for planning and carrying out his own plans (Ministry of Education, 2009).
I wonder if he would be able to make a book of his work in photography to keep?