4. “ Exercising to the DVD/video player ”

Today, I observed some of the children in the centre who displayed an interest in exercising to one of our centre’s favourite exercising DVD’s called ‘love hearts’. These children danced and moved their bodies according to what they see and hear from the TV screen. They copied every move that the children were doing on the TV by moving side to side, clapping both hands, and singing at the same time. For the children to further perfect what they saw on TV, the process is repeated day after day. These few children remain inside and exercise to the TV screen while the other children play outside. According to Blumenfeld et al. (1991) as cited in Wang, Kinzie, McGuire, and Pan (2009) proposed that “technology may contribute to inquiry learning by enhancing interests and motivation, offering access to information, structuring the learning process with tactical and strategic support, enabling interactive representations that students may manipulate and explore, diagnosing and correcting errors, aiding production and managing complexity” (p. 382).

Once the children saw the TV their eyes and body language just changed into an energetic interest. Their eyes began to glow brightly and a gentle smile on their lips then their stance stood as if they were ready to dance away. According to Stephen and Plowman (2008) “by enhancing encounters with ICT we meant promoting the kind of sustained, mindful engagement that characterises active learning” (p. 638). The technology triggered different parts of their mind through to different parts of the body to respond the same or in their own way enlightening the learning development process in a more exciting way of learning. Not only that but the music that was coming out from the TV I guess also adds to a safe and happy environment whereas it helps reassure children that it is something that they can relate to, something that they can identify with, something that they can just feel safe and happy about which in a way can quicken their learning developmental growth. It has identified in Siu and Lam (2005) that “parents want their children to obtain the “best possible education; that is, they are not only concerned about whether their children will be able to earn a living, but about whether they are capable of keeping up with technological developments in the world” (354).

Mitchell (2007) encourages that “without the use of technology (videotaped dance watched on a TV), much of the conversation, ideas, and continued learning that children have learnt may not have happened (p. 35). It is very important that teachers should allow time and space for young children to learn more about technology in their everyday life. Therefore “young children can be successful learners if allowed the means to play, interact, and explore in meaningful ways which means technology can play an important part in providing these learning opportunities for all children, whether they have special needs or not” (Mitchell, 2007, p. 37).  Even though not all the children took part in the exercise activity, they were still able to engage by just sitting and visualising and enjoying what was being delivered from the TV screen. Again Mitchell (2007) believes that “technology can be a tool for young children during their explorations and inventions that assist in answering questions, whether designed by the child or asked by a teacher or other adult” (p. 34). Technology really attracts the attention and minds of children which adds to teachers daily teachings.  It encouraged us teachers to facilitate young children’s learning and development through technology in in our every day practice.

3. “Playing my music by using CD player, says L”

Research believes that “when used technology appropriately, not only does not take away from important developmental experiences, but it actually adds the potential of supporting children's unique needs and enhancing 
achievement” (Mouza, 2005, p. 514). 

Playing and exploring on CD player in our centre has a huge impact in L’s learning and development in ICT and technology. This curiosity has given L an opportunity that will bring maximum learning on technology. She has interest in technology for the last couple of months and she moves from art and painting to the music area. Ever since she learnt how to put the CD inside and how to take it out L then started to learn how to play and pick a song by using CD player. As stated in Mitchell (2007) "that with this in mind, although still honouring the need for the personal encounters, technology can enhance the learning of young children in many ways” (p. 33).

This morning, I set up the music area at the outdoor environment for L to explore and develop more with her learning on technology. She came straight to the music area after morning tea and starts to put her favourite Cd called Hifive musical. As L was playing different Cd’s on the CD player she told me that she got her own CD inside her bag from home. I told her she can go and get it  whenever she wants to. 

However, looking at L’s learning and development on technology in our centre she figures out how to solve her own problems when she faces difficulties. For example, one of the Cd got stuck inside the Cd player and L was trying to get it out. I just stood back and allowed L to work out how she’s going to remove it out if it’s stuck inside. Siu and Lam (2005) indicates that “application and problem solving are important in technology education” (p. 357). When L finally knew how to take the Cd out from the CD player by spotting that the Cd was unbalanced inside she then pressed down the Cd to make both sides balance. L was so happy that she could do it on her own and she told me, Lucy I can do it, I know what happened to the Cd, and I can do it on my own. Reggio Emilia strongly believes that “these young children are encouraged to be investigators of the world around them” (Helm & Katz, 2000. cited in Mitchell, 2007. p. 33). At the same time that you are teaching children you also need to give or allow space for themselves to figure or problem solve what they face within their learning growth in and around the centre instead of solving it for them or helping them all the time. More over our minds need things to be figured out in order for it to grow and develop. Siraj-Blatchford and Siraj-Blatchford (2006) have identified communication and collaboration, metacognition and creativity as three areas of young children’s learning that can be supported through engagement with ICT. By enhancing encounters with ICT we meant "promoting the kind of sustained, mindful engagement that characterises active learning" (Stephen and Plowman, 2008. p. 638).

This interest has evaluated the significant use of technology on L's learning and development. It has encouraged her with her future learning.

2. “Mummy on the phone...”

These toddlers are taking turns to talk to Y's mummy by using the centre’s cordless phone. Last week an 18month year old girl was in the process of transitioning from home to our centre. Every day she cries when her parents drop her and her four years old brother to the centre. This morning, Y was crying when her mother drops her off to school. Teachers have been giving her toys, different activities, and strategies to calm Y but it seems like it is not working at all. Our centre manager comes along and suggests how about if we can call up her mother for Y to talk to her to see if it might help. S, I gave Y the phone and automatically she stops crying when she hears her mummy’s voice on the phone. It has recognized that “communication and collaboration, metacognition and creativity as three areas of young children’s learning that can be supported through engagement with ICT” (cited in Stephen and Plowman (2008. p. 638). After Y talking to her mother on the phone she plays and interacted well with everyone and more happy throughout the day. Te Whāriki emphasized in strand one of well being that “children will develop trust that their emotional needs will be responded” (Ministry of Education [MoE], 1996, p. 50). 

Continuing on Y’s exploration of learning and development in technology she goes on to develop working alongside her other peers and reciprocal skills such as offering and taking turns (MoE, 1996. p. 74) of using the telephone. The next child named M came along to Y and asked to have a turn. I told M to asked Y when she finish she can have a turn. When M asking Y to have a turn, Y told her mother on the phone that M wanted to talked. Y continues talking to her mother joyfully knowing that her needs are met and she’s confident to be surrounded with new people. Suddenly S came along wanting to have a turn as well. Straight away without asking from S to Y to have a turn but Y gave the phone to her.

Observing these toddlers learning and development through using the telephone to communicate with their parents has encouraged us teachers to be involved more with technology such as phones, texting, emailing, photocopies, and so on in to children’s daily routine. The National Association for the Education of Children (1996) cited in Lee, Hatherly, and Ramsey (2002) suggested that “technology should support daily learning activities” (p. 15). It has been a new change in our centre ever since last week to allow children to contact their parents just for a few minutes only when they are in the process of transition and when children are upset or missing their parents. They are allowed to speak to their parents not more than five minutes. In order to enhance children’s encounters with ICT in our centre, teachers and staffs have to “plan for the whole group and for individuals, select and provide appropriate resources, arrange the physical environment of the playroom and organize staff resources in an appropriate way (Stephen and Plowman (2008. p. 648).

Technology has impacted our centre’s daily routine and also our children’s learning and development at school. It helps minimise the gap of children’s transition into early childhood and having their parents absent from their presence. Tsantis, Cynthia and Thouvenelle (2003) believe that “It is the teacher’s knowledge and skill about how to use the technology that makes the difference, not the technology itself” (p. 4). For examples if the teacher had a lack of knowledge and understanding about how to use a telephone and he or she transferred the way how a phone was meant to work in another way like as a cooking utensil for example then the child/children would have no real learning understanding and development about what a phone is and how it is used and what it’s for. So the learning of the children will come from the teacher’s knowledge and understanding of technology.

1. "Building a house by using a computer"

Technology is around us and the world that we live in. As Smorti (1999) emphasized that "it is a world that people have created and changed through technology" (p. 5). Technology is about helping people and solving problems" (Smorti, 1999, p. 1). Technology involves "thinking about processes, successful products, practical invention, design, searches for solutions" and so on (Fisher and Garvey, 1992).  


This is an amazing story of a four year old boy who loves technology and passion about building houses by using computer. I have noticed M in the centre every day interested in technology and never wanted to leave the computer. Each morning he arrives in the centre goes straight to the computer and starts building his house. If he comes in the morning and the computer is not on he would come straight to me and ask if I can turn the computer on. Lee, Hatherley, and Ramsey (2002) strongly believe that “computers should be used to promote the social interactions of the wider group and to deepen the learning opportunities for children” (p. 15).  As I observe this four year old boy in the centre how very smart he is on using computer to build a house, play with the mouse by clicking on different pictures that suited for his work, and talking about his own work to the teachers. He is very passionate about his learning and development through technology not only at school but at home as well as her grandmother has shared to us teachers. As Smorti (1999) believes that “technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (p. 5). He creates a lifetime meaningful moments through his interests and participation in technology by using computer to starts and complete his own work without any help from teachers. One of the myths about computer use in the early years from Tsantis, Cynthia, Bewick, and Thouvenelle (2003) that "computers are easy to use" (P. 2). However, it can be easy to some children like M and it can be so hard for other children as well as teachers. 

S is standing and watch M's work on computer!

"This is my house S", says M.

"I am building a house for my grandmother S" says, M.

Click, click, click!

On the same morning, a one year old girl from the under two’s area came along to M and joins in M’s work on the computer. As I was observing M’s learning and development through technology, he told the little girl from under two that he is building a house for her grandparents and he wants her to have a look at it. The little girl kept watching everything that M was doing on the computer. M then shows S, the little girl from the under two’s, about the address number of the house. He presses the number two first on the keyboard and then he continues on to pressing the number three and said it is the number for his grandparent’s house. M was so excited about his work, as he showed determination to learn more and more about technology through his creative designing of his grandparent’s house. One of the researcher named Haughland (2000) cited in Lee et al. (2002) confirmed that "three to four year old children who use computers as part of the curriculum have significantly greater developmental increases compared with children without computer experiences in similar classrooms" (p. 15). Talking with M’s grandmother, who works as one of the supervisors in the centre, she explains to me about how M was first interested in playing with computers which was when he turned one he started to play with an old computer at home. And even up to now he gets access to the computer or laptop at home and sometimes his older sibling’s helps him out on how to work along the computer which he confident enjoys playing and exploration whenever he gets a chance to. Plowman, McPake, and Stephen (2008) believes as cultural awareness “children’s understanding of the roles which technology plays in family life and in the wider world and their ability to harness this understanding for a range of social and cultural purposes” (p. 309). It states in Te Whāriki (1996) that “as part of a world revolution in communication, technology, work and leisure children will need to develop confidence in themselves and be able to communicate acquiring new knowledge and skills” (MoE, 1996. p. 18).