Photo from Google images
Today we
decided to have some music and dance movement outside. We just bought a Hebi ring
(a stretchy cord) for children to have fun. We took the CD player outside and
put the music on. There were twenty preschool children playing this game in the
playground. With the “Stretchy Cord” song singing “Swing left, Swing Right,
Pass the ring along…” the children did the action. At the first time, we could
not make it smoothly, because some children moved so fast and squashed too much
with the cord passing on. Some children made the left and the right direction
wrongly when they “Swing left, Swing Right”. Before we had it again, I let the
children do the action slowly without the music. When they were all familiar with
the action and kept a nice space, I turned the music on again. This time
children could control their body and pass the ring successfully. I was happy
to observe that child E corrected child O’s action when Oliver swung to the
wrong direction. The children had lots of fun in this game, and a lot of conversations
happened during the game.
Fleer and
Jane (2011) define that “technology is everything we use around
us-construction, clothing, tools, computers, machines, medicine, etc” (fleer
& Jane, 2011). The New Zealand Curriculum (2007) states “technology is associated
with the transformation of energy, information, and materials. Technological
areas include structural, control, food, and information and communications
technology and biotechnology” (Ministry of Education, 2007). The cord is a huge
elastic band covered in fabric. The fabric cover is full of different colours,
so it is also called ‘rainbow ring’. The Hebi ring gives children a visual
picture about what the circle looks like, while it teaches children about
shapes, sizes, directional and positional terms, etc. Smorti (1999) emphasises “technology
is a creative and purposeful activity aimed at meeting need and opportunities
through the development of products, systems or environments” (Smorti, 1999).
This
stretchy cord experience allows children to gain increasing control and
awareness of their bodies. Children continue to “develop their understandings
of personal and shared space, levels, and directions and growing movement
vocabulary” (Talay-Ongan & Ap, 2005, p182).Te Whariki emphasises the importance which children develop ability
to determine their own actions and express emotional needs (Ministry of Education,
1996). The Dalcroze method recognises coordination of the eye, ear, mind and
body in the musical movement (Isenberg & Jalongo, 2009). The stretchy cord
is a structured game which teaches children how to follow “rules” within a
social group. In this group play children have opportunities to learn with,
from and alongside others, furthermore develop conflict resolution skills. Through
playing with the stretchy cord, children were encouraged to learn from others
and build social confidence and communication skills. From Vygotsky’s
sociocultural perspective, it fosters children’s cognitive development (Berk,
2007).
I believe
we need embrace technology education in the early childhood teaching practice.
Technology education gives children opportunities to build their technological knowledge
of their community, thus orients to the real world. As early childhood
educators, setting up the physical educational environment which allows
children to easily access is very important. All children need the time, space and freedom to develop
creativity and problem solving skills, which environments for young children
need to be flexible and to adapt to their changing needs, providing new
challenges as they grow and develop (Arthur, Beecher, Death, Dockett &
Farmer, 2008).
Reference
Arthur, L., Beecher Victoria : Australia
Berk, L.
(2007). Development through the lifespan.
Boston, U.S.A: Pearson Education, Inc.
Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia:
Pearson Australia.
Google images. Retrieved from http://kidzfizbiz.com/products/kidz-fiz-biz-products/kidz-fiz-biz-equipment/hebi-ring-8m-unstretched
Isenberg, J., & Jalongo, M.
(2009). Creative thinking and arts-based
learning: Preschool through fourth grade (5th ed.). Columbus , Ohio ,
United States of America
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.
Hi rachel
ReplyDeleteIt was really great to read your reflection from the beginning because I myself was not sure about the non- technology device. Thanks for sharing your post about children are learning about the non-digital technological device a Hebi ring (a stretchy cord) for children to have fun at your centre. Technological areas include structural, control, food, and information and communications technology and biotechnology” (Ministry of Education, 2007). In your reflection of non- digital device which was a Hebi ring. I noticed you have been so flexible to use CD in your music and movement activity. You also did some singing while doing the actions such “Swing left, Swing Right, pass the ring along. In this technology reflection you have mentioned about how the stretchy cord activity did not went smoothly but later you have role modelled to the children of how to move slowly to the music. Smorti (1999) emphasises “technology is a creative and purposeful activity aimed at meeting need and opportunities through the development of products, systems or environments” (Smorti, 1999).Then you did the same action without the music and the children were confident in controlling their body and passing the ring successfully. . Fleer and Jane (2011) define that “technology is everything we use around us-construction, clothing, tools, computers, machines, medicine, etc". The New Zealand Curriculum (2007) states “technology is associated with the transformation of energy, information, and materials. After reading your reflection I have an understanding about the Hebi ring gives children a visual picture about what the circle looks like, while it teaches children about shapes, sizes, directional and positional terms.
I agree with your statements on this non- technology reflection about stretchy cord experience which allows children to gain increasing control and awareness of their bodies. Children continue to “develop their understandings of personal and shared space, levels, and directions and growing movement vocabulary” (Talay-Ongan & Ap, 2005, p182) I also believe that technology is vital education in the early childhood teaching practice. Technology education also gives children opportunities to build their technological awareness and understanding their society. Now I have an great understanding and idea about Hebi ring clearly and now I am thinking to use this non-digital device in my centre.
Rachel 20 preschoolers for this activity is amazing larger group works are so much fun, I would say that I lack in this area as I need to do more activities with children in larger groups. Seems like it was a challenge for you but a fun challenge, great job by the way.
ReplyDeleteI understand completely about how children need more direction in terms of left and right movements, and you did a great job by proving a strategy that allows them to learn it slower so they can absorb it in this is linked to “offering encouragement and providing recognition” (Bullard, 2010, p.348).
The stretchy cord has good learning developments that I would never have thought of, like you said it can increase children’s control and awareness of their bodies. I enjoyed this reflection and I believe you worked very well to offer children the support on learning the way that it will be easier for them. I believe this is something all educators can foster to improve and attract technology in our centres.
Rachel, I think we have the same understanding of what technology is as I did movement for my non-digital technology as well. I did movement because I am a very active person, how about you? ^>^…
ReplyDeleteYea, I believe the Hebi ring is a very fancy way of teaching children what technologies involved here. I guess before you pulling out the “rainbow rope”(hebi ring), no one would think this is linked to technology, after your description and explanation, we all gained understanding of how hebi ring works for children what technologies in this activity.
I think it is also a good opportunity for children to gain their confidence while they were making mistakes (moving too fast/ turning wrong direction) and you correct them by telling them to do it slowly. “Children develop confidence that they can participate and take risks without fear of harm” (Ministry of Education, 1996).
Hi Rachel, I believe you are a good leader. 20 people to play one game are not an easy thing, especially for the little kids. Through this game, children can develop their spirit of cooperation. That is a team work. This game needs children to control their body and pass the ring successfully. Te Whariki Strand 1, Goal 2 said that, “children experience and environment where their emotional well-being is nurtured, children develop a capacity to pay attention, maintain concentration, and be involved” (Ministry of Education, 1996). You said that at first time children could not make it smoothly. After some practice, children do it much better and child E corrected child O’s action when O swung to the wrong direction. This is technology. Technology is about problem solving, designing, re-designing, finding solutions, and thinking about process (Smorti, 1999, p.7).
ReplyDeleteWhat a unique and great activity you did with the children. I have never come across this resource before but I can see by reading your refection that this activity gives many opportunities for children to develop different aspects of their development like communication skills and social skills. You mention that ‘technology education gives children opportunities to build their technology knowledge of their community’, did you explain to the children that this was an aspect of technology? We as teachers sometimes forget that the children are the ones that we need to be educating, as well as the parents. I believe that children need to understand that technology can be non digital. I also believe children “using many materials for different purposes enables children to recognise that different technology may be used in various places and settings” (Ministry of Education, 1996, p.95). I could see that through this activity children were developing their listening skills having to listen to instructions, as well as strengthening social skills by working as a team. It was nice to see that you could get outside and have the space to move freely while doing this activity.
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