Computer

In our centre twice a day children over four years old have to go to literacy room and practice writing and math. They have to try and write the word of the monthly theme.  For example, at the beginning of the month the teachers choose a topic such as house, family, transport, science and many others. Beside other activities around the chosen theme the children have to learn how to write for example “family”. At first they have to practice the letters of the chosen word until they are able to write the whole word.

For math children are required to write the numbers in the right order, and also they need to learn the simple subtraction and addition. Not all the children attending the literacy sessions are able to practice these requirements. Those who are able to carry out the tasks can’t write accordingly as all their writings are wavy and exceed the lines as their fine muscles are not developed yet to hold the pen. This can lead to frustration of children. The centre doesn’t introduce ITC in their curriculum to facilitate children’s learning for a number of reasons.

The main reason is that ICT will reduce children’s competency and they will become more dependent learners. They believe that the learning time is limited which leaves no time to browse the internet for enriching children’s learning. The curriculum is too heavy for whole year. One teacher expressed that she is interested in using the computer with children, but she lacks skills and time. Staff in this centre has a good ICT facility; however most of them do not understand the meaning of applying ICT appropriately to young children’s activity.

I also approached a few parents, almost all the parents agreed with the use of computers in the centre. A mother thought it was important to introduce computer to young children and to let the children experience the use of a computer.

Another parent said I pay an expensive fee every month: I really want the centre to provide good education to my baby, such as English, computer activities, and parent-child activities so I also could learn and help my child learning at home.

Technology is essential in teaching and learning mathematics. Positive results are reported by researcher and practitioners who make thoughtful use of developmentally appropriate multimedia tools. The tools of technology in early childhood settings can enhance mathematical thinking and also important contribution to children’s skill as users (Davidson & wright 1994; Clements 1999b; Haugland 1999, 2000 cited in Copley 2000).

 Using the computer software for the older children enables them to learn how a computer operates, turning on, use of the mouse and signing off. The appropriate computer programmers chosen will help to reinforce the mathematical knowledge for their numeracy work. The progression of literacy skills is also seen through children writing their names, coping stories for their portfolios and in labeling items in the centre. The children enjoy sharing their photos and stories with their families and will often revisit images to discuss further the learning that occurred.

Children are able to take part in sending out information to parents through the use of fax and photocopier at the centre. They can also photocopy their story for the notice board. The children use shapes to study light and shadows use the overhead projector; this is part of the Reggio Emilia’ learning approach that can be integrated into the centre’s curricula with ICT (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.202).   

Developing Keu objectives for ECE ICT program can be identified as:

·   All staff to be competent in the use of video recording, digital cameras and the use of the computer.

·   Staff and children to gain information on the making of the books.

·   Children to be able to compile a book using digital photos or video clips, computer, laminator, and book binder.

·   English and Maori languages can be extended through the literacy in those languages.

Te whariki states that ‘(children will need to develop confidence in themselves and be able to ‘continue acquiring new knowledge and skills’ via familiarity with techologiy (Ministry of Education, 1996, p. 78). Through using Technology children will develop:

·  Experience with some of the technology and resources for mathematics, reading and writing.

·  Familiarity with the properties and character of the materials and technology used in the creative and expressive arts.

·  The ability to represent their discoveries, using creative and expressive media and the technology associated with them (Smorti, 1999).  

Schools play a fundamental role in the holistic education of children, by exposing children to a variety of ICT tools we are educating and preparing our children for the future. Children will be thinking in ways we can’t even imagine at the moment, therefore ICT must be integrated into all learning areas of the curriculum. Schools may use ICT to engage children who may otherwise be difficult to reach (for example children lacking the ability to focus their attention), as the tools are interesting and relevant to the modern child.  

Teachers can choose from a variety of ICT materials to complement and enrich the young children’s learning experience, for example, four and five years old can be introducing to: input devices (mouse, keyboard); output devices (monitor, printer). Familiarity with the use of variety of ICT allows children to express their ideas, solve problems, develop new ways of playing, use their imagination, set their creativity and, therefore is a powerful learning tool, to be channeled within the child’s immediate environment, for example home and settings (Isenberg & Jalongo, 2001).

References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming & Planing in early childhood settings (4^th ed.). Melbourne, Australia: Thompson Learning.

Copley, J.,V. (2000). The young child and Mathematics. Washington D.C. United State of America: National Association for the Education of Young Children.

Isenberg, J.P. & Jalongo, M.R. (2001). Creative Expression and Play in Early Childhood (3^rd ed.).  New Jersey, NJ, United State of America : Prentice Hall Inc.

Ministry of Education (1996). Te Whāriki, He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No 19 Autumn 1999.