Digital cameras cost money and are therefore not utilised by the children in my kohanga, because they may get damaged. I believe that with support and guidance of adults, children can learn the safe and appropriate way of using appliance tools (Somerset, 2000). My first step was to make my digital camera available for the children to explore and create their own form of art.
4 year old ‘P’ showed real interest exploring the use of my digital camera. We discussed the contrasts and similarities between her mother’s camera and mine. She recalled knowledge of operating a camera with her mother. With camera in hand, ‘P’ floated around the room taking photos. To obtain information and construct answers, her curiosity prompted her to ask questions.
“Whaea Nanua, where are my photos?” asked ‘P’.
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| Make cameras available |
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| Scaffolding and acquiring information |
I briefly explained some symbol applications on the camera, empowering her to apply the correct symbol to view her photos. She critiqued her photos, choosing to delete two blurry images and saving an image of her feet. After discussing the zoom in and out function, she concluded that she needed more practise with using the camera. Acquiring new information, ‘P’ scanned the room for her next project and centred her attention on ‘C’ and ‘T’ (who were in the dress up corner). She disclosed prior and current knowledge of the cameras functions and design with her peers. ‘P’s display of knowledge and confidence enabled her to scaffold ‘C’ and ‘T’ in astutely using the camera. They co-constructed their environment by assembling dolls, cars, balls and building blocks before taking photos. ‘P’ and ‘C’ sat on the couch to evaluate their photos while ‘T’ dressed up in a clown costume and picks up a balloon. “Camera me”, says ‘T’ to ‘P’ and ‘C’. ‘C’ and ‘P’ collaborated with ‘T’ and organised themselves into costumes for a new found project, inspired by ‘T’. They began documenting their play by way of photos. ‘C’ takes photos of ‘T’ as a clown hitting a balloon in the air. ‘P’ takes photos of ‘C’ as a nurse feeding her toy dog (named Missy) biscuits and milk. ‘T’ takes photos of ‘P’ as a singer playing instruments. The arrangement was unpretentious because they made it their own.
I see the children as part of a learning community, where they “inquire into the teaching-learning relationship” (Ministry of Education, 2007, p. 34). The time they shared on activities, collaborating, community building, scaffolding, communicating and listening is a technology of discipline. Vygotsky’s “Zone of proximal development (ZPD)” (Santrock, 2009, p. 220) highlights that the children’s level of learning will develop through completing activities independently and acquiring new understanding through support of competent adults and peers. Through the strand of “Contribution… interactions with others, children learn to take another’s point of view, …to ask for help, to see themselves as a help for others, and to discuss or explain their ideas to adults or to other children” (Ministry of Education, 1996, p. 64). With practise, knowledge and understanding, the children connected and demonstrated “there are no … boundaries to limit a child’s search for knowledge” (Pere, 1994, p. 76). Ministry of Education states that we are in the position to better prepare our children “to participate in society as informed citizens and give them access to technology-related careers” (2007, p.32).
The technology and society I have grown to know continues to evolve, as is learning. We truly need to step up with the changes of our world because our past and our present underpin our future. As we live in a world of instantaneous change, “children need both the confidence to develop their own perspectives and the capacity to continue acquiring new knowledge and skills” (Ministry of Education, 1996, p. 18).
Our children are our future and they need us to provide learning and teaching opportunities for them to grow; to influence; to create with understanding and purpose (Ministry of Education, 2007).
Hi Nan
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I am quite sad that your centre does not allow the children to have access to a hands on experience because they might break something. Children learn by doing and how can they learn to look after the things around them without being shown the best way to handle the more delicate things. I think that by you showing the children how to handle the camera in a careful way you was helping to build the child’s self esteem and was also showing her respect. You empowered her to share her knowledge with others (tuakana/teina) and this also led to a contribution and communication between all the children. You allowed them to use their imaginations and stepped back to see what would develop. This allowed the children time to experiment and they also learned sharing. Digital cameras are great for children as they give immediate results in terms of seeing the pictures before you print them, and the children then have the choice of which to keep helping them develop decision making skills.
ReplyDeleteCould your centre not enquire from the local community if anyone has an old but working digital camera they would be willing to donate if finances are not supportive of buying a cheap new one for the children’s use?
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DeleteHi Nan,
ReplyDeleteI agree with you that children have the skills and abilities to be trusted with expensive equipment. From my own experience I know that even toddlers can look after a camera when being entrusted with it. I like that your centre’s view didn’t affect your own beliefs and you offered the child in question your own camera. Without you she wouldn’t have gained as much knowledge as she did. Technology is great but “the greatest technology available is the teacher’s mind” (Hatherly, 2009).
From your post it is visible that children at your kōhanga use technology at home. One of the main ideologies of Te Whāriki is continuing of the practice from a child’s home in the early childhood setting (Ministry of Education, 1996). By not allowing children to use technology at our centres, we are actually not following this recommendation. What’s more, in today’s world of technology we are preventing children from gaining knowledge they will need to succeed in life (Ministry of Education, 2007). So, go Nan – make the difference!
Nan, I was saddened to read your comment “ Digital cameras cost money and are therefore not utilised by the children in my kohanga, because they may get damaged.” Yes they are right that cameras cost money, but so does everything else in the centre. I personally think in this case it is more about the reluctance on the teachers’ part, to acknowledge the fact that New Zealand is part of a world-wide technological revolution. Te Whāriki states that children need to use a variety of technologies to explore their world (Ministry of Education, 1996). I was heartened to read how you took your camera into the centre for the child to use. I do hope the other teachers observed that no harm came to your equipment. Perhaps you and their whanau could advocate on the children’s behalf and try to fund raise for a camera for them to use. From my readings about ICT use in early childhood settings Hatherly (2009), claims that there are potential benefits to the children using ICT that can’t be easily replicated through other means, therefore, ICT can no longer be regarded as a luxury in our centre.
ReplyDeleteFirst of all Tino pai Nan, your effort to step forward and allowing children to use your own camera itself makes a huge difference. It’s quite sad to know your centre does not allow the children to have access to the camera just because they might break it. I personally feel that camera is such popular equipment that every house hold has it and children are familiar with it and thus should not be treated as a luxury or a precious item. Not only allowing children to have hands on experience with camera build their self-esteem but also help them connect with the home setting (Ministry of Education, 1996). Your link to Vygotsky’s Zone of proximal development (ZPD) is significantly relevant as children are learning from their competent peer and also building tuakana/teina relationships (Santrock, 2009). I use digital camera with children all the time at my kindergarten and children love taking photos, deciding the best ones and then using it to make books, cards and stories.
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