Reflection Two: Digital Cameras in my home centre.
At our centre we have two digital cameras. Each day we let
two children have one camera each and go and take photos of whatever they
choose. We talk to the children about safety with the cameras, they cannot run
with them, and they have to have the lanyard strap around their neck at all
times. We teach them about how to care for fragile items. “Children develop
respect for rules about harming others and the environment and an understanding
of the reasons for such rules” (Ministry of Education, 1996)
When they have taken their photos we print them out and show
them to the other children. They tell the other children what they took a photo
of.
Three weeks ago, it was the turn of G and C to use the
cameras. After mat time I talked to them both and asked them if they would like
to use the cameras. G and C said “Yes!!” I reminded them of the rules, that
they could only take five photos, that they had to have the lanyard around
their necks the whole time, and that they cant run with them. I asked them if that
was ok and they said yes. I said “How do you ask for them?” G first said “Can I
please have the camera miss Hannah” So i said “Thank you for asking so nicely
G, here you go.” Then C said “Please can I have my camera now?” and I said “Yes, here you go”.
I then watched from a distance as they walked around the
playground looking at everyone and everything. G was fairly quick to use her
five photo’s and was back within 10 minutes. She was very eager to see her
photo’s, but I told her she had to wait until C had taken her photo’s.
C was taking her time. She was wandering thoughtfully around
looking for a long while at each group of children before moving on. It looked
like she was being careful not to waste her photos. I let her continue to take
her time and it was almost 40 minutes before she had taken her photos.
I got G’s attention then we went to the computer and looked
at the photos. I asked G to explain her photo’s to C, and watched as they
talked excitedly about each others photo’s.
“Photo albums or videos documenting the process of children’s
activities are especially useful to validate the importance of children’s play
and to give children’s creative projects a sense of ownership and permanency.”
(Isenberg & Jalongo, 1993)
We show the children how to email the photo’s to their
parents so they can show them what they did at the centre. “Capturing the
processes and products of children at work and play can be useful for teachers
and parents alike. Teachers can help children delve further into their
explorations of various subjects.” (Gonzalez-Mena, 1998)
References:
Gonzalez-Mena, J. (1998). Foundations of early childhood education. Teaching Children in a diverse setting. New York, United States of America : McGraw Hill.
Isenberg, J., P., Jalongo, M., R., (1993). Creative Thinking and Arts-Based Learning. Upper Saddle River, New Jersey: Pearson Education Inc.
Gonzalez-Mena, J. (1998). Foundations of early childhood education. Teaching Children in a diverse setting. New York, United States of America : McGraw Hill.
Isenberg, J., P., Jalongo, M., R., (1993). Creative Thinking and Arts-Based Learning. Upper Saddle River, New Jersey: Pearson Education Inc.
Ministry
of Education (1996) Te Whariki Early Childhood curriculum. Wellington, New
Zealand: Learning Media Limited
Yes digital cameras and other technology are useful in early childhood centre's and children's learning.
ReplyDeleteMath and science can also use cameras, Talay-Ongan (2005) states that student initiated mathematics and science investigations may make effective use of digital cameras to capture and reflect" (p.227).
As children learn about technology, so do the teachers and the children's parents and the use of digital cameras are a great way to start that learning.
It also encourages other learning to occur, sharing and respecting other peoples resources, "children's use of computers, video and cameras enables them to access a world of animation and imagination, story, music and movement is enriched and engaging ways", (Talay-Ongan 2005 p.226).
They allow for adults to gain an insight into what inspires children and what they find important to them as it is a snapshot into their creativity. Through the use of digital cameras, children gain knowledge into the different aspects of photography such as about light, shadow and colour.
We also need to encourage teachers to become confident in using cameras and technology to use it in the centre.
It looks nice that pairs of children go for a walk to take photos during daily programs. I agree that teachers need to give children instructions and rules about caring for objects and appropriate behaviours before starting activities. According to the principle of Communication in Te Whāriki, children can improve the ability to gain information, instruction and ideas by listening, by speaking and by visual languages (as cited in Ministry of Education, 1996).
ReplyDeleteI think that it is a great idea and very important for children to review their works through printing photos and watching the process. In addition, parents will be happy to share photos of their children by email during their daily programs. Through using email, teachers can share events as well as communicate with parents like sending newsletters and learning stores and feedback. Email is an effective communication tool to provide information to families and share children’s experiences (Arthur, Beecher, Dockett, Farmer, & Death, 2008).
References
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
At our lecture we have the possibility to see the video about the digital technology in Botanydown’s Kindergarten. The first impression was overwhelmed and I have lots of questions in my mind about such practice. Than when I read Hanna’s reflection about the wise decision for the problem solving with such expensive equipment, I will recommend it to my centre and will agitate for this simple and powerful solution. Only two cameras, clear rules and boundaries, child supervision and expend of community/parents relationship. I am also agreeing with author that photos are the great source of documentation because “the photos remind children about aspects of their day that then act as a trigger for each conversation” (Arthur, Beecher, Death, Dockett & Farmer, 2007, p. 276). I like the idea about emailing photos taken by children to their parents. Parents have the strong relation with childhood centre and impression of being involved in their children lives. The slide show of the images children did during one week will give the teachers and parents the picture of their interests to help them to explore and extend the existing knowledge (Arthur, Beecher, Death, Dockett & Farmer; Vygotsky theory). (186)
ReplyDeleteA lot of centers started to let children approach the cameras. Before they use they have to learn how to take care of the digital cameras, and willing to take turns with friends. " Technologies can assist us to record, analyse and share children's learning" (Arthur, Beecher, Dockett, Farmer, & Death, 2008). We always say that in order to provide effective teaching we need to know individual interests of children. From their photos we can read each child's mind, what they are thinking and what they are interested.At mat time we can show other children of their friend's photos, and let them choose their favorite ones.Teacher can extend it in many ways like you say to enhance children's learning of technologies.
ReplyDeleteArthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed). Melbourne, Australia: Cengage Learning