Brush Painting

Following the story of how a caterpillar became a butterfly, the children had a great interest in making butterfly paintings by using brush. I provide three primary colors—red, yellow and blue to let children explore. First they wrote their names on paper, then they use brush to paint the butterfly in different way, they also fold the painting and rubbing, last, they unfolded the painted paper, and saw the amazing look of the butterfly.

“Children gain experience in using communication technologies such as painting brush...”(Ministry of Education, p. 97). Brush painting is a technology activity. Through this art activity, the children learned to be creative in making their own patterns. They learned turn taking when sharing the resources. They also experienced in exploring the color theory, such as red and blue makes purple, yellow and blue makes green (Brownlee, 2007). They also gained the sense of symmetry. The activity also developed their fine motor skill and eye-hand coordination skill, as well as literacy skill when using brush and folding the paper and writing their own names. Children also gained and developed communication skill and social skill when they were working together and talking about their art work. The most important thing is they had fun! Te Whāriki states that “children experience a wide variety of the materials and technology used in the creative and expressive arts ... will develop their knowledge, skills and attitude.

Brush painting will contribute to the value of “expression of happiness, joy and delight in living and communication of experience” (Somerset, 2007).

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Somerset, G. (2000). Work and play in the early years (4th ed.).New Lyn, Auckland: New Zealand. Playcentre Federation

Playdough with Children

After morning tea,I made playdough with children by following the recipe which I got from the book. A group of children used cups and spoons and took turn to measure all the ingredients and put them in a saucepan, they also chose the color to add in, then started stirring and kneading until playdough on its right texture.

Children experimenting making playdough is a technology process, which involves physical skill, it developing co-ordination fo eye, hand , arm and body and develop skills with finger muscles and hands (Somrset, 2007) when they stirring and kneading the playdough. This process also enhance the communication skill, which contains technology language when children communicating with each other, they learned word pats, pounds, pokes, pinches theye, breaks into pieces, they manipulates sooths, rolls cuts, make shapes; it also involved math concept when they weighing and measuring quantities, such as half, 1 cup, 2 teaspoons. This experience also developed their social skills.

I realized that rich resource is foster children’s learning, I was quite surprised that one child brought over the scale from the cupboard and started to weigh the playdough and try to make the playdough even deliver to each child. The scale as a non digital technology was brought into this experience to keep two sides’ playdough balance, which helps children on problem solving and become confident to use material to foster their learning. Later on they brought more stuff to put them on each side of the scale, therefore the scale can built the relationship between two different and two different type ...Te whāriki emphasis that children experience with technology and resources will develop their knowledge, skill and attitude. In technology learning area, “growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). Practice with scale is about problem-solving.  The process of technology can help children on problem solving (Smorti, 1999)

From this experience, I also realized that children experience with technology should allowed time to investigate, to process their learning, and resources should be available for children to explore. If the scale is not available, how can children extend their learning from making playdough to measuring or balancing? How can children make some connection between two different things? E.g. 1 cup of little bears can keep balance with one playdough on two sides of the scale. In this experience, children learn how to solve their problem in balance.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Somerset, G. (2000). Work and play in the early years (4th ed.).New Lyn, Auckland: New Zealand. Playcentre Federation

Computer with Children

In our preschool room, I often watch children playing games on it, such as making cakes, catching fish, or looking at the centre photos which recorded their learning experience and happy hours.

When the little mouse taking the little hands up and down to choose different shapes and ingredients to make cakes and catch fish, I realized that how skillful the children are.  They learn all the ingredients’ names and the process for making a cake. They learn math concept such as more or less and counting from catching fish, which also help to develop eye-hand coordination skill and fine-motor skill as well. They felt sense of achievement when they won the game. When a group of children were sitting around the computer to look at the centre photos, they were actually revisiting their previous learning experience and happy hours they had.  All these benefit from computer, and are important for children’s learning and development.

 “Technology is an important area of early childhood curriculum along with” (Smorti, 1999). Computer as a high-tech product is used by children every day in centre, and become an important part of their learning.  Te whāriki  states that children experience with technology will develop their knowledge, skill and attitude (Ministry of Education, 1996).

The children are bringing up with a high-tech society, and have the rights to enjoy the benefit of technology. They should have the knowledge and skills to connect with the society, to catch up all the updates, therefore to become confident and competent learners. While children use computer and enjoy its benefits, they also gain the appreciation that technology brings up, which is not only for children, as the computer makes our life lots easier, we all should appreciate the benefits that it brings us.

But I also noticed that not all the children are confident to use computer, some even can’t control the mouse properly. What’s beyond that?  Is the family economy can’t afford and the child didn’t have opportunity to practice? Or parents have some concern of the negative? Or the parents haven’t realized the significance of computer application in this society?

I am thinking, if the computer connects with internet, children will learn more through the computer, such as listening to the story online to enhance the reading skill, and gain the sense of research, which will have the lifelong benefit.  For example, if we read the book The Mouse-deer and the Crocodiles, children might be curious about Mouse-deer, then we can go online to do some research, which will absolutely foster the good habit of research skill, but there will be a big Net Safety Issue beyond that for educators to consider.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.