Crayons are one of the non digital technologies which are used in all early childhood centres daily. Children play around with it and discover many forms of using crayons to enhance their learning. Children use more non digital technologies then digital technologies in the centre and crayons are one of them.
Today while setting out activity for children for the morning session, I decided I would let children explore different types of crayon drawing. I set out the art table with blank papers and two types of crayons. I brought out thin and thick crayons, alongside with other colouring felts too. A group of children came and started drawing. While drawing, one of the children said “this crayon is nice and thin and the other crayon is thick”. She automatically said that she would use the thin crayons to draw and thick ones to colour. Te Whāriki (1996) states that “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers” (p. 97).
As an educator I organised this experience for children but allowed children to explore themselves. I was amazed to see that children were figuring out the difference in both crayons. As an educator I asked some open ended questions, such as which crayon is better for drawing? Why do you think that crayon is better for drawing? MacNaughton and Williams (2009) states that teachers use questioning technique to encourage children’s thinking and this helps in children’s cognitive skills as well as language development. As an educator I was encouraging children to think why some crayons are thin while others are thick. I believe that I was developing my understanding alongside with children where I got to see how non digital technology influences children’s play and creativity. Teachers and children are learners and through this experience children were not only learning how crayon as a non digital technology influences their learning but I as an educator was learning how this non digital technology has allowed children to communicate through their creativity. Children use various methods in using this technology, and so I believe I allowed children with that opportunity to explore through this technology and gain meaningful learning out of it. Smorti (1999) states that “as a learner, my ideas about technology are still developing, and I expect they will change as I continue” (p. 9).
Through this experience children got to learn the difference of the two types of crayons. Crayons are a way children communicate so this activity provided children with an opportunity to just explore through using crayons. I recognised that children were noticing the difference between thick crayons drawing, thin crayons drawings as well as recognising how some crayons are darker and some are lighter in colour. This non digital technology allows children to write, draw, colour in picture for themselves. Compared to olden day’s technology, coal was used instead of crayons but in today’s generation technology is advanced as children use crayons to write, draw, colour. Through this activity children were using their imagination and fine motor skills as well. This experience was allowing children to learn how non digital technology works and how it plays a big role in their learning and development. The New Zealand curriculum (2007) states that “by offering a variety of contexts, teachers help their students to recognise links and develop generic understandings” (p. 32).
References
Images: Retrieved 21/03/2012 from Google images www.google.co.nz
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practise (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media
Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Learning Media.
Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.
Monita, you have provided a good learning opportunity for the children in your setting using the non-digital technology. There are many non-digital technologies that are around the early childhood centre that we can use to provide various different types of learning opportunities for children. It is good to see that you let the children explore freely and see the difference between the two different sizes of crayons. It is good that you as an educator used open ended questions to enhance children’s thinking and reasoning. There are so many learning opportunities that we can provide children with crayons. Have you tried the candle wax and crayon with children? It is amazing and it looks awesome when different coloured wax melts and go on top other colours. It was good to hear that you are also learning creativity and developing more skills along with children. Overall, it was great to read your personal journey through this non-digital technology. Tumeke!
ReplyDeleteHi Monita
ReplyDeleteI really enjoyed reading your reflection. I totally agree with you children use more non- digital technology than digital technology at the centre. There are most of the time children using non- digital technology such as crayons, pencils etc. AS an early childhood teacher, you set a non- digital technology table with drawing and two types of crayons. It is good to see when children were making choice about crayons. So children can thing, explore and develop their communication and problem solving skills. I like the way children working in the groups and communicate with each other. Children learn best through social interaction. Te Whāriki states that children experience and environment where they learn to work alongside others.
Reference
Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.