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