It remains common amongst children to have that tendency, or even urge, to scribble on anything and everything (think the walls of your home!). In the learning environment, this child tendency is always facilitated through art. For example, crayon on paper, paint brush on canvas and so forth. Of course with new technology, the creative exercise of drawing can take on a new meaning. In my day it was the traditional use of writing implements and paper that allowed children to express their artistic flair. These are all good and relevant tools by which children use to either relive an experience or unfold their creative thoughts (Brownlee, 2004, 2007). However, when we add modern day technology to the mix, the creative exercise takes on a new dimension. Teachers and children in most early childhood centres are fortunate to have access to a variety of such technologies. This has truly extended play whereby we can take a different approach for children to draw (Dalli, Cherrington, Oldridge & Greene, 2009).
Introducing the projector, the laptop, and the projector screen. With these tools and materials, our purpose of creating self-portraits would be realised. This activity was highly anticipated given the interesting set-up. What could possibly evolve? The children were happy and excited to partake in the project. It was expected to bring a lot of fun indeed.
I assisted a 2 year-old girl who wanted to draw an outline of her photo on the screen. We decided to use her photo which was previously taken on camera. After attaching all the necessary cords, the camera was connected to the laptop, and lastly, through the aid of the projector was translated onto the big screen. Piaget’s theory of assimilation and accommodation could be applied here as she observed and processed the new skills associated with transferring the image from the data projector onto paper (Gonzela-Mena & Widmeyer Eyer, 2001). After an initial period of assimilation (taking in new information and processing it) she was able to engage in the guided activity whereby she completed her drawing by tracing the projected outline. Here, we see a child engaging more in eye co-ordination and use of fine motor skills than through creativity.
Two year old child J, was gaining experience through the use of a variety of technologies for different purposes to explore her world (Ministry of Education, 1996, p.97). She was given the opportunity to try out new technologies, expanding her limitations from just writing with simple technological tools like pencils and colored pens. She wasn’t able to express herself clearly in tracing her faces with the ordinary writing tools but with the ICT provided she could utilize a precise picture of her portrait. She was able to point at her sketching and showed me her eyes as it appeared on screen. Even though it didn’t record every detail, a simple yet clear interpretation of her eyes was obvious (Nysevander, 2004).
What is more exciting than being able to reproduce a photograph portrait? Whilst young children are seen to create simple paintings, the aid of technology increases their drawing ability quite significantly. It also adds to their self esteem. Self portraiture through the use of technologies enables children to portray a true likeness of themselves. Even more exciting is the fact that these drawings become instantly recognisable by the children, their peers and parents.
According to Beneke (2010), this type of play reflects the fact that electronics are part of young children’s everyday world. Given their experiences, it seems logical that they would be interested and comfortable in learning about technology through play.
It took a few attempts to encourage J, the youngest of the lot, to become competent in using the tools. I took particular attention in J despite her young age, she displayed a keen curiosity for use of the technological tools. Their complexity did not deter her from wanting to explore. She achieved the first part of the project (pictured) by tracing her portrait. I encouraged her to paint her portrait following the examples of the others but she didn’t want to do it there and then. J was distracted when her friends who played dress up called her. I allowed her to wander away as she wished but will keep an eye out for when she will be attracted to the table to do something with her portrait. J also likes painting on the easel. This might be a good chance to encourage her to paint her portrait on the easel. Most of the children paint theirs on the table and this is probably not the place where J wanted to paint her portrait.
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| A 4 year-old child's finished work |
REFERENCES
Beneke, S. (2010). Exploring science, technology, engineering, and math (STEM) in the early childhood classroom. Illinois early learning project. Retrieved from http://illinoisearlylearning.org/askanexpert/beneke/trans.htm
Brownlee, P. (2004). Magic places: Young children’s creative artwork. Auckland, New Zealand: Brebner Print.
Brownlee, P. (2007). Magic places: The adults’ guide to young children’s creative art work. Auckland, New Zealand: New Zealand Playcentre Federation.
Dalli, C., Cherrington, S., Oldridge, L. & Greene, V. (2009). Evaluation of the early childhood education information and communication technology professional learning programme. Jessie Hetherington Centre for Educational Research. Victoria University of Wellington.
Gonzalez-Mena, J., & Eyer, D.W. (2001). Infants, toddlers and caregivers: A curriculum of respectful, responsive care and education (5th ed.). New York, United States of America: McGraw-Hill.
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forrest NSW: Pearson Prentice Hall.
Ministry of Education. (1996). Te whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media Limited.
Nysevander. M. (2004). Discovering your spiritual portrait: Uncover the DNA of your spiritual life. Kent, England: Hodder & Stoughton.
I found reading about how children in your practice have several opportunities to use technological tools and technology to enhance their learning very interesting. The experience highlights that the activities are not designed around technology; the digital technology is used when viewed as the best tool for the activity. Remember the final product is not the most important element of any experience, it’s the process. You encouraged child “J” to work independently and in this way she will learn to be more self directed in her future discovery. The learning environment has promoted the development of higher order of thinking. This can improve children’s self esteem which is essential for their learning. Such experiences promote active learning, collaborative and co-operative learning. Children also have opportunities to make their own decisions in such experiences.
ReplyDeleteHi Elisapeta, It is interesting to know how you have combined both technologies to do activities with children such as electronic and non electrical technology. I will try to use this strategy in my centre. Good work!!
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