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.
Thank you Lucy for an insightful blog, describing’ how you utilise technology within your centre'. It was obvious, through your description of the children’s facial expressions and body language that they enjoyed the experience, and your links to literature supported this.
ReplyDeleteThe DVD was appropriate for the children’s age group and offered them the opportunity to engage in physical activity, which is great for their physical and cognitive well-being. I agree with your link to Stephen and Plowman (2008), who write that children’s encounters with ICT can promote active learning. It was great to read that this event was spontaneous, and that not all the children were ‘expected’ to stay and participate in the DVD. I like that your practice enabled other children to join in momentarily and then leave to play in another area.
I wonder, do you and your peers partake in the ‘exercise time’ also? Perhaps this would make the DVD exercises even more pleasurable for your children. Another alternative to extend their experience with technology could be to suggest one or two of the children ‘lead’ the exercise time. Within my own practice, our children regularly hold ‘exer-dance lessons’. The children take turns to stand up the front and lead their peers as the music plays...Some days I have trouble keeping up! Tumeke Lucy!
One of the staff participates in this exercise lesson earlier but it was her turn for nappy change. It seems like that the babies and toddlers are not shy to stand and lead the exercise than over two children. But I will continue to ask and allow other children to 'lead' the exercise lesson while staff can follow them. It would be more fun and excitement!
ReplyDeleteThank you so much Rachael for your feedback!