Technology: 2012

Monday, 3 September 2012

Hyperlinks

Saturday, 1 September 2012

Before taking this paper I was not looking forward to it because I have very limited knowledge in technology. I am also against the use of some modern technology believing to have bad influence on children’s behaviour as they have the freedom to access to any programme they wish to engage with and parents have no control on the use of technology by their children. While working on blogs along with other fellow members of my group, I started to feel good about how we conversed with each other, and able to view other’s opinion on blog entries. During this time I felt very happy and pleased and started to engage more in blog discussion and what I have achieved so far. What I like best is I learn something new almost every day on blog discussion as well as learning from my mistakes that I have done on my previous blogs. Sometimes I do not see it on my own blog but seeing others comments made me realise I have made a few mistakes in my own blogs and learnt from it like for example the spelling of the word lego. This is clearly stated in O’Connor & Diggins (2002), as educators you need to “think critically about your practice and identify what you do well, your strength, and build on these and what you don’t do well, your weaknesses, to try to overcome these” (p. 9). The overall feedback from my group discussion I noticed several important areas in technology I really like to think about in the future as a preschool teacher using technology in the centre: I never knew that potato peeler, scissors, and whisk are all part of technology until I actually got involved in this blog discussion about technology. What I learnt from potato peeler, is that there are so many learning and skills that a child gets when engaging in the use of this technology. The most important thing is risk taking as children also need to learn to take good care of him/her while peeling a fruit, or vegetable. Greenfield (2003) states, that “risks and challenges are part of everyday life, part of children’s play and necessary to their development and learning” (p. 5). As children are competent and confident learners they “take increasing responsibility for their own learning and care” (Ministry of Education, 1996, p. 40). This technology is something I can really learn from and extend it with other resources in the centre. The same as scissor as the child not only learn how to take care of him/herself but also help with hands and eye coordination, developing of fine motor skills and solving problems. It is challenging for some as fine motor skills are yet to be developed and to help children build their skills, “educators can facilitate children’s learning by providing experiences that are appropriately challenging for children to engage in learning” (Arthur, Beecher, Death, docket, Farmer, 2008, p. 328). One commented about asking children questions about something that they already know the answer to. I think children have common knowledge about the use of the oven but I feel that I should be more in depth about the way I have ask them questions during this activity. It is something that I really need to work on using open-ended question so that the children have an opportunity to develop thinking skills answering open-ended questions. As “asking questions to children provide them with an opportunity to think and to use language in a functional manner by allowing them to report observations, describes experiences and make predictions” (MacNaughton & Williams, 2009, p. 152). Asking closed questions often requires short answers like yes or no and does not encourage the child to actively involve in the discussion. The most effective way to promote children’s thinking about “specific events is asking open-ended questions and asking them what they can remember seeing and hearing.” (MacNaughton & Williams, 2009, p. 184) Comments about the use of blocks made me thought of how this technology can really build children’s essential skills as I was not aware of so many learning skills that a child can achieve by playing with blocks. It is a wake-up call for me not to underestimate the use of blocks in children’s learning as it has special values developing cognitive skills as “multiple unit blocks provide experiences which assist concepts of numbers, size, space, distance, sequence, order, balance and rhythm” and others (Somerset, 2010, p. 75). Overall I am pleased with what I have achieved and learned so far and I am very thankful for the opportunity to be involved in this constructive discussion about technology. It is a challenge for me and the result is that I want to know more and learn more about technology in the future. Thank you Sharon for being patient and for bearing with me through this challenge as there were very few technology available to us back in my days. Reference Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). South Melbourne, Victoria, Australia: Cengage Learning. Greenfield, C. (2003). Outdoor play - the case for risks and challenges in children's learning and development. Safekids News, 5 McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne,Vic.: Addison Wesley Longman Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media. O’Connor, A., & Diggins, K. (2002): On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand: Open Mind Publishing. Somerset, G. (2000). Work and play in the early years (4th ed.).New Lyn, Auckland: New Zealand. Playcentre Federation

Friday, 31 August 2012

Tuluiga’s individual reflections on group blog 20 August 2012 Reflection on Priya’s blog Hi Priya! I believe that digital cameras are one of the most valuable technologies that most centres use to develop children’s learning in every aspect of every day practice. Children gain knowledge on how digital camera works, why we need them, when do they use them, and what kind of pictures they want to take from digital camera. Children also develop imagination skills of what has happened in the past by looking at their own pictures. Taking pictures and looking at them later on enables them to reflect on their own learning, telling stories through these photos. “Technology in education contributes students’ understandings of their own and those of others in the past, present, and possible future” (Ministry of Education, 2007, p. 20). However children in your centre are fortunate enough to have digital video cameras available for their use. We do not have that kind of technology in my centre so children have yet to learn how to use digital video camera whenever that is make available to them. Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media. 20th August 2012 2. Reflecton on Yuki’s blog Hi Yuki! I was not aware that potato peeler is part of technology; maybe I still need to learn more about different kind of technologies we can use with children in the centre. I think we learn something new every day ha, ha, ha. I think it is great to see children engaging in peeling fruits and vegetables because they learn so many skills but also need to learn to take good care of themselves when they are dealing with sharp objects. I think it is a challenge for some of the children who are younger. Peeling fruits and vegetables helps children develops sense of well-being, “self-help, self-care skills” for preparation of foods and knowledge of eating healthy food. (Ministry of Education, 1996, p. 48). I liked the way you conversed with children in which I think asking questions provides opportunities for children to think about whatever learning they engaged with as well as language development which I think is also very important (MacNughton & Williams, 2009). Reference McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne,Vic.: Addison Wesley Longman Ministry of Education, (1996), Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early Childhood curriculum. Wellington, New Zealand: Learning Media. 21st August 2012 3. Reflection on Bhavna’s blog Hallo Bhavna! I liked the way that you brought your own laptop to the centre to promote children’s learning about technology. As children learn by touching, feeling, tasting and especially by seeing objects and practical items. “Children promotes intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment” (Katz, & Chard, 2000, p. 2). I also think that it is necessary to guide children when using laptops and computers especially using children’s programmes if/when available. As playing with laptop is always fun especially when children’s programme is on however I also agree with others saying that we must be sensitive about these things. I also agree that educators should limit the time used in these technologies and let the children engage with other learning activities as sometimes children sits in front of a computer or laptops for way too long. However we know that modern technology helps us in more better ways but we still feel uneasy about them but in saying that no matter how we feel about technology at the end of the day, they are here to stay. Reference Katz, L. & Chard, S. (2000). Engaging Children’s Minds: The project Approach, 2nd edn, Connecticut: Ablex Publishing Company, Stamford. 24th August 2012 4. Reflection on Deepika’s blog Hi Deepika, I liked your center’s new television especially when you used to extend infant and toddlers learning. I believe that television is a very effective way of children’s learning provided they have children’s programs which help with language development, talking about creatures they see on television, be able to discuss different kinds of animals, and be able to identify and call these animals by their names. Television can really help infants and toddlers solve problems within your center by offering opportunities to watch television especially on the rainy days (Smorti, 1999). However I agree with others comments to minimize time spent on television but to engage with other leanings that are available for them. The implementing of technology in the curriculum “needs a monitored program to ensure that achievement objectives are reliably assessed and that they are not obscured with objectives from other learning areas” (Ministry of Education, 2007, p. 30). We know for sure that technology isn’t going away as long as we control its usage in our center. Reference Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media. Smorti, S. (1999) Technology in early childhood. Early Eduction, 1, 5-10 24th August 2012 5. Reflection on Deepika’s blog Hello Deepika, I think CD players play a big part in children’s learning as well as assisting teachers between activities and guiding children for the next programme. I totally agree on the importance of this kind of technology in our centres every day because it leads to different skills and learning development. Technological activities provide opportunities for the development of the essential skills, and the reinforcement and application of skills used in other essential learning areas”. (Ministry of Education, 2007, p. 18). Educators in my centre play the CD player when it’s tidy up time at 11.30am and keep playing it until everything is put back into place. We also use it for our exercise in the morning where teachers expect everyone to engage in this learning. It is important to consider children’s safety when operating technology that uses electricity. I also like the way you let children select their own music to play. Reference Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media. 27th August 2012 6. Hi Priya, After reading your blog I thought that educators should think twice about the use of the television, as I do not agree that TVs should be used to babysit children as they get enough of it at home which is why it must not be used at the centre. I think children should really be playing outdoor activities or even engage with indoors activity. The environment offers opportunities for children to develop so many essential skills. For example, playing music “outdoors encourages shared joy and discovery of relationships, how body can mirror each other and how we can physically support each other’s movement and grow together”. (Arthur, Beecher, Death, Dockett, & Farmer, 2007, p. 405). I agree with Deepika’s comment that educators should think twice about having children occupied with the TV instead of getting physically active with proactive learning both inside and outside to support self-motivation in other learning areas. Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). South Melbourne, Victoria, Australia: Cengage Learning. 27th August 2012 Hi Yuki! It is interesting to learn that your centre have advanced technology and children are also more advanced in using them than children in other centres like mine who do not have access to that kind of technology. After reading your blog I realised that children have the ability to develop so many learning skills but most importantly the development of intellectual skills as they are exposed to these technology. The use of technology in children’s learning is highly recommended as long as it does not take up all their valuable time of exploring outdoors environments than spend all day using i-Pads. Outdoors environment is also very important for the body, mind, spirit, physical and social interactions with the outside world. Natural world is perhaps the most powerful way to support the investigation process: observation, experimentation, data collection, analysis, and reporting discoveries” Torquati, Gabriel, Jones-Branch, Leeper-Miller, 2010, p. 98). It is up to the teachers to decide on how often technology needs to be used by the children in the centre. Environmental education: A natural way to nurture children’s development and learning Torquati, J., with Gabriel, M., Jones-Branch, J., & Leeper-Miller, J (2010) Young Children, 65(6), 98-104. 27th August 2012 Hi Bhvana! It is very interesting how you interpreted digital camera and the skills around technology for child’s development and their learning. I like the use of digital camera in children’s learning because it gives them satisfaction to what they see, what they captured and sometimes develop children’s interest in taking photos of their own work and others. They often ask if they could take pictures of what interest them and afterwards they would look at the photos they took and they would put on this satisfied smile which I really like to see. Children have significant development in intellectual growth, imagination and discoveries within the environment and able to gain sense of accomplishment when they have ample opportunity of self-exploration and working in self-set activities (Greenfield, 2007). I agree with others that this is one of the technologies I would like to continuously use in the centre and children should be able to access them any time. Children can reflect on their work, tell stories about each picture which is a way of developing cognitive skills as well as language development and others. Childhood Education. Early Education, (Autumn/Winter 2007), 24-29. Greenfield, C. (2007). Review of New Zealand Research on Outdoor Play in Early 27th August 2012 Hi Priya! It is interesting how the glue gun became a part of technology but the learning and take risks is part of their learning at all times. I honestly believe that children can only learn from their mistakes by actually getting involved with problem solving and risky learning activity. I value the importance of taking risks and challenges in education where teachers support children’s learning. Risk taking and challenges that children are facing every day is part of their learning and development. Greenfield (2003) states, that “risks and challenges are part of everyday life, part of children’s play and necessary to their development and learning” (Greenfield, 2003, p. 5). Children are able to reflect on their work and to see what should be done to achieve better result next time he/she uses glue gun. Maybe next time he/she will be more cautious when using glue gun because she knows it is hot when in use, and sticky as well. This also states in Isenberg & Jalongo,(2006) “when we meet life challenges and resolve problems, we are being creative” with what we achieve as a result (Isenberg & Jalongo, 2006, p.17). Greenfield, C. (2003). Outdoor play - the case for risks and challenges in children's learning and development. Safekids News, 5 Isenberg, J. P., & Jalongo, M. R. (2006). Understanding children’s creative thought and expression. In Creative thinking and arts- based learning: Preschool through fourth grade (4th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall (pp. 3-37). 10. 27th August 2012 Hi Deepika, I was not aware that scissors is part of technology; there’s a lot I still need to know more about technology nowadays. I liked it when you demonstrated the use of scissors to some of the children as I think infant and toddler’s still struggle to hold the scissors as their fine motor skills are yet to develop. Therefore the use of scissors in the activity is very crucial to support the development of fine motor skills. Children should have opportunities to work on activities like cutting and pasting in order for them to develop and improve hand-eye-coordination (Bruce & Meggitt, 2002). Like the old saying, “practice makes perfect”, I think children should use scissors every day to cut up shapes and patterns and can be used in screen printing to make it more creative. Children surely love to paint and especially when they see different designs on their painting, they just absolutely love it. Good work Deepika, and remember technologies aren’t going away, they are here to stay but the good thing is that it helps solve problems and makes life easier for us all. Bruce,T., & Meggitt, C. (2002). Working in partnership with parents. Child Care and Education (pp145-166). United Kingdom: Hodder & Stroughton. 27th August 2012 Hi Shaniza! I think that a non-digital technology like the poi is one of the best and meaningful learning activities that children can actually experience as there is no substitute for hands on natural resources. This is stated that “to inspire curiosity and enthusiasm for learning there is no substitute for hands-on child initiated inquiry about the natural world”. (Torquati, Babriel, Jones-Branch & Leeper-Millar, 2010, p. 99). I really like the way you interacted with children by demonstrating how to make poi, and develop a sense of belonging when they feel, touch, and use it for dancing activity like what you did with children. I like it when you use the materials to make poi which is of great importance and valuable to the Maori culture and you certainly respect the importance of these cultural resources by careful planning. Using non digital technology as poi is another approach to include cultural awareness as well as language development in our daily programme. Ritchie, (1999) states that early childhood staff should “support” the use of the Maori language, reflect the unique place of tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi (Ritchie, 1999, p.13). Ritchie, J. (1999). The use of Te Reo Maori in early childhood centres. Early Education, 20 (winter). 13-20 Torquati, J., with Gabriel, M., Jones-Branch, J., & Leeper-Miller, J (2010). Environmental education: A natural way to nurture children’s development and learning. Young Children, 65(6), 98-104. 12. 27th August 2012 Hi Yuki! I also used lego blocks for one of my non digital technology because it is the most valuable play material that every child uses their hands on at all the times. I agree with you that children can build just about anything using lego blocks even though sometimes it does not make sense to us until you interact with them and then they tell you the stories behind every block. I think this is a fantastic way of developing fine motor skills for infants and toddlers. Interesting enough now that I have done some research about the name of these colourful blocks, you are correct the right spelling of these blocks is the one you used. I did not realise this mistake until I looked at yours and realised yours is spelled different to mines, it is a good way of learning and revealed my own mistakes. I hope Sharon does not mind that much, as long as we learn from our own mistakes, do you agree? I think in order to truly understand something you need to have the first-hand experience” like using lego to build a house or whatever child has in mind to create (Chettleburg, 2009, p. 26). Children often start his work from building a house but in the end he may call his creativity a truck or something else. I agree that lego blocks are a great way of developing manipulative skills as well as emotional, intellectual, social skills and many more. Chettleburgh, I. (2009). Nature live: Experience nature naturally. The First Years: Nga Tau Tahi.New Zealand Journal of Infant and Toddler Education, 11 (1), 26-29.

Saturday, 25 August 2012

CD Player

Every day at 8.45am in the morning depending on the weather children and teachers gather outside for our morning exercise. Everyone is encouraged to attend our routine for the day. The CD player is taken outside using an extension cord and children get to help out as well. Children choose their own music to play and teachers let them operate the CD player only if the child is able to do so with an adult stand by to support them. “Children are motivated to participate in purposeful activities, enabling them to apply and integrate their knowledge and skills from many learning areas in real and practical ways” (Ministry of Education, 2007, p.7). Teacher asked the children “What song do you want to play today?” Child A said, “I want to sing how many fruits you need for the day” which is a Samoan song. Teacher said, “Would you like to come and insert the cd inside the CD player?” Child A nodded his head and walked toward the machine, the teacher stood by and assisted the child with the process until the music started to play. During this process the child “learns useful and appropriate ways to find out what he wants to know” in this learning (Ministry of Education, 1996, p. 40). Children sing, dance and jump while at the same time exercising to the beat of the song until the music stopped, most of the time the children would ask to play the song again. We usually play three songs for our morning exercise which the children choose and with the help of an educator they get to operate the cd player as well. “Children develop an enhanced sense of self-worth, identity, confidence, and enjoyment” when they are given the chance to take control of their own learning (Ministry of Education, 1996, p. 40). Most importantly we take every precaution to ensure children’s safety in this learning when they get to operate on the machine where they are able to do so. In the old days, we did not have technology like the CD player and often we would use the guitar or without even the help of the instrument. Sometimes we would roll a mat and use two sticks just like a drum.

The Advantage of the CD player is that it is easy to operate and very reliable as you just insert any music disc and press play. The only disadvantage I can think of is when the power is off we cannot use it. I think the CD player is crucial in supporting children’s learning with language development by selecting their own music, and singing along with others memorising the words to the songs which helps extend vocabulary and language. The child is also developing intellectual skills by thinking about the song, words, tune to sing along with others which also helps build self-confidence within him and their own contribution in the group activity (Daymond, 2012). “Our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” through interacting with variety of learning using technology (Smoti, 1999, p. 5). The use of the CD player in education is very important as once the music is played it encourages the child to sing along, exercise and at the same time move to the music. Children “need to develop brain cell connection through movement, active and physical engagement and hands - on participation in their physical environment”. (La Bella, 2012). CD Players also play a part in cultural and language development as children are encouraged to speak their mother tongue and sing songs in their mother tongue, so it is extremely important that a CD player is in use whenever is needed especially during exercise activity. Reference Daymond. M, 2012, CD Players for Kids: Why your Child Needs a Sing Along CD Player. Retrieved from: http://ezinearticles.com/?C La Bella. M, 2012, The important of movement: Retrieved from http://musictheraphytunes.com Ministry of Education, (1996), Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early Childhood curriculum. Wellington, New Zealand: Learning Media. Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Tuesday, 21 August 2012

2 Letho Blocks D was at the block corner so I went and joined him and said "I wonder what you are building." "I am building a house" as he kept on adding blocks on top of one another, a green oblong block, following yellow, orange, and blue block, adding more colourful blocks and finally added wheels to it. “I am going to the police station” he said. “Why are you going to the police for?” I said, “Because I didn’t put on my seatbelt” he said, and added more blocks, this time he said “It’s a house” and kept adding more colourful blocks on top of one another until E came along and poked the yellow blocks on D’s house/truck. D’s work collapsed and fell down. “Oh E that is not nice” said D. “What’s the matter E?” E pointed at blocks D was using and I realised that the blocks belongs to the under twos so he knew the rules and was not happy about D playing with their resources. Very often young children are not allowed to play with infants and toddlers resources. "You should have used your words instead of pinching D’s blocks. Did you really have to pinch blocks from other students?" “No” he said. D reconstructed his work and pushed his car forward and added some more colourful blocks moving left and right until someone called out it was mat time.

In my own personal opinion building blocks is one of the most important technology aspects in children’s learning because it has significance opportunities that offers children a wide range of activities to develop different learning skills. Te Whariki states,that “technology activities provide opportunities for the development of the essential skills, and the reinforcement and application of skills used in other essential learning areas” (Ministry of Education, 2007, p. 18). I believe that technology in building blocks promotes the creativity skills in children’s work. Children create and design their own piece of work from stored information and imagination within their critical thinking made available when working with blocks and other learnings. Isenberg and Jalongo 2006, states that "creativity is the ability to make something new out of available and stored information" (Isenberg & Jalongo, 2006, p. 5). Imagination skills are also crucial as the child’s ability to vary mental images of things and places that are not seen and available. This is also stated in Isenberg & Jalongo, “imagination” is about the child’s ability to form wide-ranging “of mental images, concepts of people places things and situation that are not presented” (Isenberg & Jalongo, 2006, 14). Social skill develops the ability for children to work together or alongside others in problem-solving and respect others participation. As Te Whriki states, “growing experiences in solving problems together develop children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). Physical skills are also vital as the child develops strength in hands and fingers and improve hand and eye coordination in building blocks. Physical skills is also about “carrying out technological tasks giving opportunities for children to learn the use of tools, materials correctly and safely” (Ministry of Education, 2007, p.19). Back in the old days technology was not a part of our everyday life and we had no idea what technology was. We used sticks instead of blocks to play with in different games indoors and outdoors. Infant and toddlers and young children used sticks mainly for building houses on the beach or on the sand, or as music instrument and others. Older children used sticks to play cricket games on the open playground at school and at home. However the use of technology nowadays using blocks in children’s learning and other means of technology is inevitable and enabling development of knowledge and experience in technology in the future.

Reference Isenberg, J. P., & Jalongo, M. R, (2006). Understanding children’s creative thought and expression. In Creative thinking and arts-based learning: Preschool through fourth grade (4th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall Ministry of Education, (1996), Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early Childhood curriculum. Wellington, New Zealand: Learning Media. Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media

Sunday, 19 August 2012

Technology for young children

Reflections on personal blog site The children were playing pretend in the sandpit making cakes and muffins using plastic spoons, whisk to mix the dough, and the microwave to cook their muffins. This is a child’s initiated interest and we needed to extend this learning using technology in baking. The problem we have here is how to make muffins using the above mentioned technology. This will be discussed in a deeper conversation using open-ended question to extend children’s learning in technology. (Arthur, Beecher, Death, Docket, Farmer, 2008).

We began to discuss the type of technology required in this activity such as a whisk and an oven. The purpose of the whisk is to mix the ingredients together for a very short time. The electric oven is used to bake the muffins and would take only 20minutes to bake them. Children worked together in measuring the ingredients into the bowl, counting the numbers of dry ingredients as well as counting cups of liquid used in the recipe. They hand mixed the mixture using the whisk and each child of 14children took part in whisking the mixture. Children’s interest is so intense and everyone took turns pouring the mixture into the baking tin and even tasted the mixture. One child said, "whisking is fun because it’s new and fun." “My mother used the whisk to mix the eggs” said D. The whisk mixes the ingredients faster than the normal spoon, it is reliable and anyone can use it. The mixing requires strength and concentration to do the job done. It is important to focus on what you are whisking and you all did very well in this task. With experimenting technology, “children promote cognitive development by observing, reasoning, measuring and using their investigation in problem solving” (Katz, & Chand, 2000, p. 2). "Our next task is to bake them in the oven however you are not allowed to go near the oven for your safety because the oven is extremely hot. Do you go near the oven at any time?" I asked. “No” they said. "Why not?" “Because we might get burned and go to the doctor” N said. "You are absolutely correct no child is allowed to go near the oven at any time because it is extremely hot." In my opinion it is crucial to foster children’s learning about technology because children enable to develop essential skills through experiencing of technology and their usage. Children “investigate the issues and used the understanding gained, together with design principles and approaches” to extend their own practice and learning (Ministry of Education, 2007, p. 32). Children engaged in this activity enhance practice critical thinking skills, creativity and imagination skills, language skills and more (Fleer, & Jane, 2011). It also helps children enhance understanding about technology when working together in problem-solving (Ministry of Education, 2007). It is important for children to be aware of their own safety when using technology at any time. However back in my days, technology did not exist and we did not have the utensils so the spoon was used to mix baking ingredients, though it was not an easy task as it makes it harder for the ingredient to mix properly. It takes a lot of time and strength to do it well. The oven back then was another big challenge because we used the size 44gallon cut in half, used one half to make an oven and the other half to flatten up for a lid. So it takes up an enormous amount of time and energy before you can even start your baking. Nowadays technology is at the tips of our fingers and it altogether changes our life style. (Smoti, 1999). The disadvantage of technology is that even though things are easy to make nowadays but if the power is off we are unable to use the oven. The whisk is faster but using spoon takes time which is best for exercising of hands and the body as it is also extremely important. However no matter what we think of technology nowadays at the end of the day it is here to stay.

Reference Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). South Melbourne, Victoria, Australia: Cengage Learning. Katz, L. & Chard, S. (2000). Engaging Children’s Minds: The project Approach, 2nd edn, Connecticut: Ablex Publishing Company, Stamford. Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, N.S.W: Pearson Australia Ministry of Education, (2007). The New Zealand Curriculum framework. Wellington, New Zealand: Learning Media. Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.