Computers
Our centre
has our own children’s computer.
Children love this as they used it for games as in counting, colours and
other young children’s games. The
computer keypad is designed for young children as it has got well defined
alphabets and numbers printed on it so that the children can easily recognize
the different alphabets and numbers, hence, it will make it easier for them
when they press the buttons. The
computers can be accessed by children of age 3 to 5 years between 10:00a.m to
11:00a.m. Every child’s learning is facilitated and scaffold by qualified
teachers who can help to develop children’s technological understanding. “A
teacher’s computer proficiency can have a direct impact on how effectively
children’s learning needs are met through technology” (Tsantis, Bewick,
Thouvenelle, 2003, p.4). The outcome of this has been recorded in the social
development of children as they are learning to take turns and negotiate their
times wisely so that they all participate in technology activity. Another
add-on which has been contributing to these children’s holistic development is
their understanding of art skills as these children are seen to be quiet
interested in paint brushes on the computer in order to paint their pictures
instead of using the crayons or colouring pens to draw their pictures which is
a fun activity for them. Hence, these children are gaining knowledge of
technological instruments to help them in their play and their daily creative
ventures. “Children gain experience in using communication technologies such as
crayons, paint brushes, pencils, calculators, books and computers” (Ministry of
Education,1996,p.97).
As children
are naturally attracted to computers and thus, it becomes a fun filled way for
them to learn their colours, and gaining the knowledge of what they wanted to
achieve. “Through the technological Knowledge strand, students develop
knowledge particular to technological enterprises and environments and
understandings of how and why things work” (Ministry of Education, 2007, p.32).
For examples, games provided on the computer supported them in learning to gain
skills about time keeping and controlling the mouse to get to places they think
is right for them.
The one
disadvantage is using computer daily is that it can affect the eyesight of
these children in their early years, which can have lifelong affects on their
well being and health. For example, some
children are glued to the computer and not want to play outside exploring the
water, sand and other activities setting by the teachers. It is also affecting
physical skills of how to use their body for balancing and thinking logically
for problem solving on their own.
Furthermore,
I believe that computers are somehow quite beneficial for the children as they serve
as a faster way of learning, but it’s not helping them at all to communicate
verbally where they can helped to extend their language and understanding about
their peers. “It is the teacher’s knowledge and skills about how to use the
technology that makes the difference, not the technology itself” (Tsantis,
Bewick, Thouvenelle, 2003, p.4). Hence, the non digital technology can be
helpful in improving children’s cognitive skills but the children face major
challenges related to their physical development and well being.
Reference list
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.
Tsantis, L. A., Bewick, C. J., & Thouvenelle,
S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.
Jasmeet, you did a great job! You showed us two sides, both advantage and disadvantage of using computer. I have the same thoughts with you. As a society we might decide that computers are an essential technology for young children, and so develop computer hardware (key boards, monitors, and so on) and soft ware (educational programs) specifically for ECE settings. An article by Levin and Rosenquest (2001) reflects upon the many concerns we might have about using technology in ECE settings, particularly the impact of computers on children’s play. In response to this article, Marsh (2002) highlights that technology has always been a central part of children’s lives, and that the role of the teacher is to ensure that any technology, including the computer, is introduced into the EC setting carefully and critically. The computer in the Early Childhood Setting influences the development of the child, it influences the practices of the adult, and it influences the relationships between children and adults.
ReplyDeleteThat is a really good reflection. You just evaluated the significance of technology of using computers on children’s learning. You also illustrated the disadvantages when children misuse and overuse the computer. I totally agree with you. Computer as a new technology tool used in education, it is a useful tool in early childhood learning environments that employ emergent curriculum approaches (Taylor-Ongan, 2006). But if you misuse or overuse it, it will cause social, emotional and physical problems for children. Tsantis, Bewick and Thouvenelle (2003) concern that computers cannot provide the solutions for complex-school based problems (Tsantis, Bewick & Thouvenelle, 2003). Just like you mentioned, it is very important to balance technology and non-technology activities for children. We also need critically evaluate the age-appropriate computer software for young children. So as early childhood teachers to increase our confidence and competence in technology teaching and learning is a big challenge (Taylor-Ongan, 2006).
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