Technology has changed our lives in many ways and it is changing
at a rapid pace. Technology is being around everywhere; we use technology to
cook, to study, to work, to play and to cure diseases. We cannot imagine how we
live without technology. My home centre is very focusing on the fun learning of
the technology skills. Teachers are encouraged to use computer to do planning
and children’s portfolios. At mat time, teachers use iPod and iPod dock to play
music and stories. We have programme for children on cooking, baking and
painting for inside activities. There is a water pump for children to irrigate
the plant and vegetables in the water play area, and a lift pulley for children
to lift the sand from this side to the other side in the sandpit. The most impressive program is called Cherry.bytes,
which is a computer-based learning program. Since Bill Gates and his partner
invented the personal computer 20 years ago, our lives have been changed and
are changing so quickly.
Cherry.bytes van- children's technology lab
Cherry.bytes program is a unique feature of our curriculum tailored
for the 3 years above children. Every Tuesday and Wednesday the mobile
technology lab visits the centre and parks in the car park(the above photo from kindercare website). Children are sent
to this lab group by group, who are under the guidance of a computer specialist
teacher. When the children get into the van, they sit by pairs. 2 children
share one computer. They learn how to move the mouse and click the buttons.
They also learn the knowledge which is designed based on age-appropriate, educationally
programs.
Before I worked for Kindercare, I did not understand how
technology could support children’s learning and development. I was doubt about
the value of using computers for the young ages. I had my computer course when
I was 16. I was also confused the difference on technology and science until I
had read Smorti’s article “Technology in Early Childhood”. Smorti (1999)
believes technology is an important knowledge for the young children to acquire
and develop their own perspectives (Smorti, 1999). She states technology “emphasises
creative and productive aspects of solving problems and answer questions” (Smorti,
1999, p. 6).
Cherry.bytes provides children with access to a wide range of technologies and computer skills while learning and having fun. It also complements the New Zealand curriculum, which aims to “learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts” (Ministry of Education, 2007, p.32). I believe computer-based learning facilitates use of language and the promotion of cognitive skills for the young children, through the appropriate and educational software programs. For example, through using Visio software to match shapes, children’s fine motor skills and their abstract thinking are improved. Through working on pairs, children learn to share and learn from each other. Thus, their social skills are enhanced. Te Whariki emphasises the importance of using a variety of technologies for children to develop reflective and creative thinking and to build confidence in solving problems together (Ministry of Education, 1996).
Technology is impacting on children at a younger and younger age. Technology is a tool which enables children to assess the way to learn and make sense of their world. Te Whariki (1996) points out that “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 95). Computers can be used in an appropriate way which is supporting children’s learning and development. But it also can be misused. As early childhood teachers we need find the way to balance, just to use the technology as an additional way or an easy tool to support and extend children’s learning (the above photo from Google images).
Cherry.bytes provides children with access to a wide range of technologies and computer skills while learning and having fun. It also complements the New Zealand curriculum, which aims to “learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts” (Ministry of Education, 2007, p.32). I believe computer-based learning facilitates use of language and the promotion of cognitive skills for the young children, through the appropriate and educational software programs. For example, through using Visio software to match shapes, children’s fine motor skills and their abstract thinking are improved. Through working on pairs, children learn to share and learn from each other. Thus, their social skills are enhanced. Te Whariki emphasises the importance of using a variety of technologies for children to develop reflective and creative thinking and to build confidence in solving problems together (Ministry of Education, 1996).
Technology is impacting on children at a younger and younger age. Technology is a tool which enables children to assess the way to learn and make sense of their world. Te Whariki (1996) points out that “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p. 95). Computers can be used in an appropriate way which is supporting children’s learning and development. But it also can be misused. As early childhood teachers we need find the way to balance, just to use the technology as an additional way or an easy tool to support and extend children’s learning (the above photo from Google images).
Reference
Google
images. Retrieved from http://momtinilounge.com/online-safety-2/kids-are-learning-computer-skills-faster-than-life-skills
Kindercare
images. Retrieved from http://www.kindercare.co.nz/cherry-bytes/
Ministry
of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Ministry
of Education. (2007). The New Zealand
Curriculum. Wellington, New Zealand: Learning Media.
Smorti,
S. (1999). Technology in Early Childhood. Early
Education, 1, 5-10.
It is great to hear that at your home centre they are focusing on technology being fun instead of being hard and confusing. It appears that not only the children, but the teachers also find it hard and confusing. You are lucky that your centre displays support within their practice towards technology. I like the fact that they use the ipod for stories; children “can listen to digital books, re-listen to key ideas and moments through the replay and pause facilities in the digital environment” (MacNaughton &Williams, 2009, p0.118). I find that if your centre embraces the concept of using more technology and open it up to the children so they can also develop their own skills, we as teachers will feel more confident with it ourselves. I can see that you have non digital technology devices such as you pulley system within your sandpit. I was most impressed by The Cherry–bytes computer based learning program. I’ve not seen this type of program before and can see it is a great way to prepare the children for future jobs. I see by the photo that it’s KinderCare. This would be great for the every centre in New Zealand to have this opportunity.
ReplyDeleteWow, I think that’s why those mummy and dad would like to choose a private-owned, ‘franchise’ centre. Because children there are able to experience something really fancy and different, I was amazed!
ReplyDeleteWe are lucky that both our centre are very supportive within the daily activity towards digital and non-digital technology. “Children do have strongly held view about their environment and the place of technology in their world. Knowing about these understandings is important for us as educators” (Fleer & Jane, 2011).
I think the Cherry. Bytes give children great opportunity to access and approach the technology and computer. And I noticed that your centre is focusing on age-appropriate education which is good for children’s holistic development. I have also read some of your comments on other group member’s reflections; you are having a lot of brilliant opinions on “age appropriate” issue.
Sis, does Kinder Care has their own computers for children to access everyday within the centre or it just having Cherry. Bytes drive to one centre to another? Because you didn’t mention this in your reflection and I am quite curious about it.
Thanks for your comment, Ruby. We don't have computers in the rooms for the children. 3 and half to 5 years old children they will attend the cherry.bytes course twice everyweek. We have a lot of cherry.bytes vans to visit the each centre in New Zealand, not only one van.
ReplyDeleteHi Rachael,
ReplyDeletewhat an amazing programme, I have never heard of cherry bytes but it sounds good to attract children to learn so much about technologies. This is such an open eye for me and hoping to pass it through to our centres as well.Our children will benefit from such programme especially in areas where I am working at which is low socio economic area. The majorities of our children don't have access to any computer's apart from our centre one, and the idea of Cherry bytes, will help them to support in their literacy and academic learning. Early childhood curriculum clearly defined how techonology, supports our children. As stated in Te-Whariki "Techonology: capability in solving practical problems contributes to self-confidence and well-being" (Ministry of Education, 1996, p. 94).
I have talked about this programe with you many times no, and we both agreed that this programe was fantastic. When I worked at kindercare this programe was introduced to me and I was so overwhelmed that children at the age of 3 and 4 were able to successfully use computers and laptops and, it was such a great expereince to see children learn how to hold the mouse and work with it. I believe the programe really incorporates NZ curriculum and is assiting children to know about technology because they will be using it at primary school. I agree with you when you say that computers can be misused and teachers need to provide the balance and support to children so they know what is right from wrong. This is linked to “Time and opportunites are provided for children to talk about moral issues” (Ministry of Education, 1996, p.71).
ReplyDeleteHi Rachel! Thank you for sharing this reflection with us. This is the first time I hear this name ‘Cherry. Bytes’. Through your picture, it looks very interesting. If I have chance, I want to try it. Cherry.bytes looks awesome. They have some games, just like using visio software to match shapes. The designer designed through children’s interest. Let children to learn the knowledge from play. I agree with your opinion. Computer also has the disadvantage. Now we can do everything on computer. For example, we don’t need the pen to write our assignment now. We just need to type the words in the computer, at this stage we are ignoring writing skills. Character is a symbol of one country’s culture. Writing is an original method to send message to other people. I think this is necessary to maintain this culture. As a teacher we need to keep balance of it.
ReplyDelete