Reflection 3 - Rustic woods
I noticed Pa and Sa (pretend names) came across a box of woods and blocks around the carpentry corner. Are these rustic woods useful?’ they asked. Rustic woods are their interpretation with these woods. They carried the box of woods and blocks to the table. The children decided to dig into the box and took out some woods. They sat down and tried to figure out what they can create from these pieces of woods. They talked among themselves and agreed to create a tree. They put the woods on the table, stood them on the round block leaning to each other. Oh no, this does not work. Pa turned around and said to me, I know, this can only work if we use the glue gun. How about something else, I asked. No, not nails they are too small and dangerous. It did not stop the children there. They looked for further stuff to add on to their creation as you can see in the pictures above. MacNaughton and Williams (2009) emphasise that children extended their discoveries into other materials and equipment by offering “open-ended materials in a variety of areas will spark children’s imaginations and speak to their desire to continually rearrange and combine materials for exploration and inventions” (p. 3).
Developing children’s initiatives gain confidence for them to take over responsibilities for enquiring and for testing ideas to solve a problem (Ministry of Education, 1996). Children’s creation by making sense of these natural materials; raised their self-awareness of the natural world which is respecting and appreciating the natural environment (Ministry of Education, 2007).
The children used non-digital technology wood to build their decorated trees with other various objects. The children develop and present their own ideas in constructive play. Prairie (2005) suggests that “process is how children learn, such as exploring or experimenting” (p. 191). A child’s learning in early years discovered through (Gonzalez-Mena, 2008) interactive process between the child and the environment, as well as other children and staff.
Allowing children to make meaningful learning of their own play develop “reflective and creative thinking as they contribute ideas and try them out with others” (Ministry of Education, 1996, p. 96). Children enhance learning by sharing their thoughts and ideas with others. Children gain knowledge by exploring these rustic woods with curiosity to answer their own question by creating a tree and its decoration. Children were able to solve their problem by activating their own imagination and ideas. There question was answered with what they have created from their creative name, rustic woods.
Through this observation, I would prefer introducing technology to children as suggest by the Ministry of Education (1996) to solve problems and build their self-confidence. I believe it is fundamental to introduce and encourage children in their early age to use technology. It gives them confidence to overcome fear and prepare them to become history makers in life. I acknowledge what the Ministry of Education (2007) says about the purpose of developing a broad technological knowledge for children. It is a way of preparation for them to take part in society as knowledgeable citizens and later in life access to technology related careers.
Smorti (1999) also suggests that “technology is also a creative and purposeful activity aimed at meeting needs” (p. 9). So for children to acquire new knowledge about technology they need to be introduced to the how and why it is useful in life. Technology has a major influence as part of changes we face in life. I suppose with this experiment, children should have been introduced to technology earlier in order to acquire the capability to “represent their discoveries, using creative and expressive media and the technology associated with them” (Smorti, 1999, p. 8).
References:
Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4th ed.). Boston, United States of America: McGraw Hill.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3rd ed.). New South Wales, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum: English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.
Prairie, A. P. (2005). Inquiry into math, science, and technology for teaching young children. Clifton, Canada: Thomson.
Smorti, S. (1999, Autumn) Technology in earlychild. Early Education, 19.
Very interesting reflection. I was quite intrigued when I heard your 3rd reflection was about rustic woods.
ReplyDeleteI like how this reflection emphasizes the importance of creativity and allowing children to have the opportunity to discover and become more creative. Te Whariki (1996) states that "The arts are important to the growth of self-expression and to a sense of self-worth and enjoyment".
I liked that you used photos of the children's own work. I like that you also took into account the children's interests, that the rustic wood was the children's idea. It's always good to follow children's interests.
Very good last reflection, Sera! Tino Pai!
I've never worked with rustic woods with the children so I think it would be interesting.
Well done Sera! I really enjoy reading your wonderful reflection on Rustic woods. yes, you are so right that this links and connections makes meaninful learning experience (Ministry of Education,1996). This also showed children's how they become confident and capable learners than we think they are.It also encourages children to acquire skills and new knowledge in their learning experiences. I am glad that you have given opporunties to children to try new things out on their own. Reading your reflection made me think how this woods are important for children's learning and creative thinking.As I had never used rustic wood in my centre. Smorit,(1999) emphasises that we must increase our awareness of the learning opportunties on non technology that surround us. Thanks Sera!
ReplyDeleteHello Sera
ReplyDeleteThis reflection is very interesting because my centre never used rustic woods. I like the way the children asked question if the rustic woods would be useful. I like how children work together and discussion on to make a tree. It is amazing how children came up the idea of to create a tree out of rustic woods. The children in your centre are very creative. I like the way Pa was thinking to use a glue gun to connect the woods together. I like how you asked to the children open-ended question. Isn’t it amazing how technology enhances children’s cognitive development? It is amazing children worked co-operatively and created a tree from their own imagination and ideas. Was there any conflict going on when the children were working on that project? I like how your centre provided with a lot of open-ended materials. It is good to see that children are very confident with using non-technology in the centre. I do agree with you Sera, technology has a major influences on people’s life, be also aware that technology has negative influences on our society such as when children are watched violence movies (Batman) they tend to copy the behaviour. Well done Sera!
Kia Ora Sera.
ReplyDeleteWell done Sera. Very interesting reflection and well written. This is good to see that children are worked together and trying to figure out what they could do with those woods. This showed that children confident using non-digital technology in your centre. It is amazing that children came up idea to make the tree out of these rustic woods. This showed me that children used their creative thinking to think and came up with that idea. When they were having problem with standing the wood on the block, I like how they were solving problem and came up with solution. Smorti states that “technology is about helping people and solving problem” (p. 5). I like how your centre provided open-ended resources to children. I believe open-ended resources extend children thinking and learning. According MacNaughton and Williams (2009) open-ended resources increase children imagination and creative skills.