Until I experienced this class I hadn’t realised the amount
of objects we use on a day to day basis that are defined as technology. Take
the average ballpoint pen, we use one of these on a daily basis to jot down
parts of a child’s day or write notes on various other things. The ballpoint
pen is a piece of technology that stems from the Ancient Indians use of
feathers and ink. The pen has evolved so greatly through history that it is not
an object I would have assumed as being technology. That was until I read
Smorti (1999) definition of technology which states that “Technology is also a
creative and purposeful activity aimed at meeting needs and opportunities
through the development of products, systems, or environments” (p.5). I believe
that the ball point pen fits into this category completely as the pen was
invented to meet the needs of everyone around the world to help them to easily
achieve a task that before the invention of the modern day pen was rather more
difficult.
One morning I was writing some notes on a child that I was
observing. Another child had been watching me write in my book and was
interested in the pen and how I was able to write without sharpening it (as the
children were only able to use pencils). She asked if she could use the pen to
write a letter to her mum. I said she could and gave her the pen. She went to
sit in the family corner with a wad of paper and my ball point pen. A group of
other children came over and were watching Child A write the letter to her
mother. They too wanted to have a turn using a pen so I went and got hem one
each. Child A then told me how her brother had just got his pen license at
school and was now allowed to use a ballpoint pen for his work. Child F said to
me “Big people use pens for work and writing. I want to write a letter like my
mum does”. I thought that this was a strange idea but I realised that children don’t
usually use pens in the centre so I understood where she was getting her idea
from. Child B asked me “where is the colour coming from” as she could not
clearly see how the ink transferred unlike with a felt pen or pencil. I talked
to the children about the ink in the tube and how when they put the pen to
paper and slide it along the ball in the nib allows the ink to roll onto the
paper. The children all enjoyed being able to talk about the letters they were
writing with each other and used storytelling and imaginative play to use the
pens for the rest of the morning. I allowed the children to experiment with the
pens at the art table in the afternoon drawing on different textures and
colours and Child A said “I want to have a pink pen like this one” we then
talked about how you can get other coloured pens but as I only had blue and
black they would only be able to use those colours.
I believe that the ballpoint pen is a non-digital piece of
technology as I previously mentioned Smorti (2005) talked about technology
being a creative and purposeful activity. The children were developing
communication skills whilst talking to myself and their peers about the letters
they were writing and the make-up of the pen. They were developing their fine
motor skills as they wrote out letters and shapes and then later experimenting
with the pens on differing textures. I believe by relating an object that the
children had seen in the home and had familiar stories about they were able to
connect between home and centre. This is supported by Ministry of Education
(1996) which states that “ Children develop: connecting links between the early
childhood education setting and other settings that relate to the child, such
as home, school, or parents workplaces” (p.56).
Ministry of Education. (1996). Te
Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington,
New Zealand: Learning Media.
Smorti, S. (1999) Technology in early
childhood. Early Education, 1, 5-10.
After this assessment I will not be able to look at things in my room or in centre and not try to figure out if they are technological or not. I was not aware that some early childhood centres do not allow the children to use pens. I wonder if this is a safety issue, marking issue or children writing all over the walls, themselves and furniture etc… On the other hand, anything that promotes children to try to write should be encouraged.
ReplyDeleteI think sometimes, we as early childhood teachers, forget the children have another life outside our centres. The Ministry of Education (1996) reminds us that the children need to make connections between what they do at home and at the centre. Your reflection gives an excellent example of doing this when one of the children wanted to write a letter like their mother using this technology- ‘the ball point pen’. This matches with Bronfenbrenner’s ecological theory that children develop with the help of socio-cultural and environmental influences.
Hey Sarajane
ReplyDeleteI agree with you and Lucy this is not what I would of thought of when I thought of technology before this course started.
I felt it was really good that the children obviously have a strong relationship with you, so they feel comfortable in asking to explore things they see you with, and I feel this relates to The Ministry of education (1996) “Children develop: a perception of themselves as `explores’ – competent, confident learners who ask questions and make discoveries” (p.88).
I think being able to identify the pen as something mum uses and something their brothers/sisters use at school as it helps children to make links between the three places. I believe having these links is important for times of transition, because there is familiarity.
In the child’s interest of exploring how the pen works would you do such activities as letting the children explore writing with feathers? Or how would you extend there interest and learning on this? Also what are the issues of safety for children using pens at your centre?
You have clearly identified how a ballpoint pen fits into the category of technology using Smorti’s ideas and definitions to back up your finding. A brief history on the transformation of pens was given at the start and you discussed about how it holds a place in our lives today. You identified how a child was observant of your use of the pen and took his interest further by providing him with the opportunity to use a pen as well. You noticed that what attracted children was the way the pen could be used without being sharpened and how it appeared in different colours. As more children approached about the use of pens, you began to explain where the colour comes from. This links to Te whāriki as it states that “children experience an environment where they discover and develop different ways to be creative and expressive” (Ministry of Education, 1996, p.80).This shows your ability to respond to children’s needs in an effective manner. Good job Sarajane!
ReplyDeleteHey Sarajane
ReplyDeleteI completely agree with you about pens, I never thought that they would be considered as technology either before starting this class. I believe that it is a great tool for children to use and way too often do I hear teachers saying to children that pens are for adults only. That is why I love the idea of adults allowing children to explore by using a pen. I believe you did very well at answering the questions that the children had about the pen especially the girl who asked where the ink came from you clearly picked up on her observation skills and extend her knowledge about the ink. This is supported by Ministry of Education (1996) which states “Children develop the expectation that verbal communication will be a source of delight, comfort, amusement and that it can be used to effectively communicate ideas and information and solve problems” (p.76).
I also think that the fact that the children were able to extend on their knowledge of the pen and use it to create stories and have imaginative play is amazing as one of the children were able to write a letter with the pen which she had seen her mother do. This is supported by Talay-Ongan (2005) which states “...moments in young children’s lives, when expressions of experience occur through symbolisation, are the most significant and crucial ones in regards to opportunities for fostering imagination in education” (p.111).
Have thought about bringing in all the different coloured pens for the children to use?