During the week I observed a four year old boy in the outside environment, using simple materials to solve a problem technologically. The grass was muddy due to recent rain; however it was not raining at the time. There were several children running around in the mud, most of them were engaged in rolling and throwing balls. This boy saw that there were some old signposts that had been previously used as signage for the centre, as well as some puzzle piece matting between the two sheds. He took a couple of the signs out, and a mat and proceeded to build a path between one existing path and the swings. He told me “it’s so we do not have to walk in the mud”. “That is good thinking” I replied. About ten minutes later I saw the same boy rolling a couple of balls across the “path”. I also had a turn at rolling a ball across it “Wow that makes the ball go fast” I said.
At the start of this course I admit that when the word “technology” was said to me, my mind automatically went to the use of digital technology, such as the use of cameras and computers. I suppose this is largely due to the fact that these are recent technological advances in our society. After reflecting, class discussions and further reading I have come to realize that technology is all around us. Pens, paper, spoons, blenders and chairs are a few examples of the many technological products that have been created in order to solve a problem. People engage in technology when they use knowledge, tools, and systems in order to improve effectiveness in their lives.
Technology is about adapting an already established product and using it in a way it was not originally intended for, in order to solve a problem. Smorti (1999, p.5) says “Technology is about helping people and solving problems”. In reflecting upon this experience of the boy constructing a path, I realize that he was using technology to solve a problem, as well as also finding other uses for his creation. This boy was using an item that had a previous use and transforming it into a new creation, to help aid what he perceived to be a problem.
Through this experience with technology, this boy was developing problem solving, his creativity and imagination through exploration in order to reach a goal (Sharp, 2004). By solving this problem, this boy was using and developing his cognitive skills; constructing knowledge through hands on experiences. (Gonzalez-Mena, 2008). Furthermore he was making a contribution to the centre by finding a solution to the mud, using resources handy to him, his knowledge, and perhaps prior experiences (Smorti, 1999). This contribution and my acknowledgement, perhaps enhanced his sense of belonging and self-esteem.
Although this experience was child initiated with little involvement on my behalf, I also see the need for educators to encourage children’s ambition to solve problems and contribute to the creation of new technology. Educators can encourage problem-solving by thinking aloud as they solve their own problems and asking open ended questions to arouse creative problem solving (Mac Naughton & Williams, 2009). By creating an atmosphere where problem solving is encouraged, the children learn to think outside the box and use their creative ideas to make new discoveries to better their own and other people’s lives. Problem solving is a disposition that I believe is good to foster in children now in order to have this attitude throughout their lives. Truly creative people move the world forward and make a difference (Sharp, 2004).
As an educator I want to encourage children to solve problems and make discoveries through the use and discovery of technology. Perhaps the children that I teach will make incredible discoveries now and in the future which make huge contributes to the community and society.
References
Gonzalez-Mena, J. (2008). Foundations of Early Childhood Education: Teaching children in a diverse society (4thed.). Boston: McGraw Hill.
Sharp, C. (2004). Developing young children's creativity: what can we learn from research. TOPIC, 32, 5–12.
Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne, Australia: Addison Wesley Longman.
Beth, this reflection is very well thought out and written. What a great way of seeing this boys learning through a technological lens.
ReplyDeleteThis has given me some things to think and reflect upon. For example, what are some of the different things children experience around the centre can be seen through a technological lens?
I can only suggest that you continue to do what you are doing, and think about ways you can help foster children's learning and use of technology more. Great work Beth!
Beth,you have indeed captured a great technological moment. Children are so creative, aren't they? When faced with a challenge, they are ready for it.
ReplyDeleteThe child involved was really thinking about what he was doing and not only you supported him, but also joined in to celebrate his creation.
I think supporting children in doing what they are doing, boosts their confidence.
Your reflection has made me look more closely at what children do in the centre, what technologies they use and how they improvise to achieve their goal.
It will be a great idea to continue to observe and support children's use of technology in our centres.
Beth, your reflection is looking great. It is the first reflection on non-digital technology that I have read. It is amazing to see how you linked something we saw everyday to technology, especially something that we don’t realize as technology. It is also nice that you have encouraged children to solve problems so that children learnt to think outside the box. It will be great if you can carry on doing that, so that children will be in the habit of thinking and solving problems.
ReplyDeleteYour reflection has made me think of a lot of common things that we saw in practice but never paid too much attention on. In my future practice, I will learn to see children’s learning through a different lens, seek for children’s interest on technological aspects and extend on them.
Hi Beth,
ReplyDeleteThank you for sharing such a profound and deep reflection on the presence of technology in your centre! It clarified for me that basically every man-made item could be associated with ‘technology’, such as a ball, a book, and etc. Now I start to be aware of how children are fostered about and through technology in my centre, especially non-digital ones.
You mentioned that the boy developed his problem solving skills by using technology and used his imagination to turn the existing technology into new use. I really like that point. Einstein once said: "imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world”.
It is also very interesting that you said that “people engage in technology when they use knowledge, tools, and systems in order to improve effectiveness in their lives”. That is true to some extent, e.g. Enrico Fermi discovered nuclear energy for electricity, but at the mean time, what do you think of the nuclear weapons? Do you think we need to integrate that aspect in our teaching? E.g., teach children to use technology in a good and ethical way; to be aware of the disadvantage of technology.