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
I could see there are lots of learning outcomes through the process of making playdough. Personally, I think it is a quite valuable learning experience for children to explore and discover. As you said, children could develop physical and communication skills. Apart from that, the emergent learning also took place as one child brought over the scale and stated to weigh the playdough. It is a good evidence of showing children’s thinking on their own. As Te Whāriki (Ministry of Education, 1996) says that the more children become capable of solving practical problems, the more their self confidence and well being develops.
ReplyDeleteI also agree with you that children experience with technology should allowed time to investigate, to process their learning. I am starting to reflect on it, as in my centre, sometimes children are so rush to do the activities, it caused by the routines and time consuming. So as a teacher need to think of giving children plenty time and space for their exploration in order for children obtaining sufficient learning and development.
Children love playdough, also they have more interests to participate in the process of making playdough. Children can have opportunities to use materials to measure, and can choose their color to add in. That is good experiences for children.
ReplyDeleteI totally agree about scale is very good material for children to use, as it can foster children’s interests for their learning. For example, children use different materials to put on each side of the scale, and they will have an understanding about concepts of mathematics, such as weight and size. As Te Whairki says that “children should have easy access to resources that help them to express themselves creatively and that help them to develop concepts of mathematics” (Ministry of Eudcation, 1996, p.73). So as a teacher we should provide resources to support children’s exploration and learning.
I like your experience of making play-dough with children. It’s really fun, because I always make play-dough with children in my home centre too. Children are really happy and excited to help me to make play-dough. I always ask children to choose colors for me. Your experience is really cool, because children use the play-dough on a balance.
ReplyDeleteChildren can learn measuring and mathematic skills through this experience. It is really good for children to explore by themselves in making play-dough. It’s a good problem-solving practice, that children develop reflective and creative thinking as they contribute ideas and try them out with others (Ministry of Education, 1996, p.96).
I also found you are thinking about children’s further development after the making play-dough activity. That’s really good thinking, because we should keep reflective thinking and make a review on ourselves. After the observation and analyze we can bring a better educational environment for children. Just like the experience you described above, children can experience another technological activity later on