These two 4 year olds are showing their enthused interest in technology. Pictured are children using tools such as the hammer, drill, nails, saw and measuring tape. Utilising wood materials, their job of building creations becomes a rewarding and exciting project – certainly appropriate for their active minds! Hands-on experiences is a perfect way to support the development of children’s creativity capabilities. In this project, child L was being assisted by his cousin to build a bird house which they saw at their grandpa’s place. The idea that they could create something which they had previously seen represents a powerful way in which technology enables children to imagine and then create. Beneke (2010) offers quality advice for teachers, emphasizing the importance of using simple and easy projects that are significant and meaningful to children when teaching practical technology.
L and his cousin were provided with all the tools necessary to accomplish their creation. Their attitudes reflected an air of confidence as well as display of impressive competency with the tools. It became evident that a teamwork environment was highly conducive to the project’s success. Their working and experiencing together to solve problems helped develop in them understanding of how technological tools work.
Initially, L asked his cousin T if she would like to help him build the bird house. T was not sure but L insisted that she help. As a teacher, I believe sometimes it helps to prod a project along by asking open ended questions. Whilst L and T continued to discuss their dilemma of who was going to perform the project, I encouraged them to think about the importance of team work and why they should work together. This obviously got the children thinking and L broke his silence and said, “well, when T visited grandpa’s place, my little sister and I were there too, we all played with the little bird house that grandpa made for me. I took it home afterwards, and I want to make one just like it.” I thought this rather interesting. Whilst teachers’ can facilitate a learning environment of inclusiveness, I realized children are just as capable of exercising these qualities too.
It was a joy to observe the children work together with lots of planning and problem solving. Fine motor skills are produced through coordination of small muscle movements as well as gross motor skills in a variety of ways (Home Grown Kids, n.d.).
As a result of mastering different tools, hand-eye coordination capabilities are dramatically improved. Of course this came as a result of practice. T who was reluctant at first became familiar with the tools – once the children overcame the initial learning barrier of new tools and technology they were right into the activity with ease. I asked L if he saw his grandpa build the bird cage to which he didn’t. However, L believed it would be a great idea that he brought the bird house in to show his friends. Knowing that T wanted one of her own, I suggested she ask her grandpa to make one for her and this time she help him given the new knowledge of technology skills she had gained.
L took the first piece of wood and measured it using the measuring tape. I assumed he must have seen his grandpa make it, to which he finally said “yes”. He also recalled watching a man using the tape measure to measure wood for building a house next door to him. I didn’t even need to explain to L how to go about with the wood or help him to measure but I was prepared to do so if he needed it and asked. The carpentry tools, such as a saw, c-clamp, and hand drill were very useful for the project. Letting children use real wood, hammers, nails, saws allows them to use ‘real world’ materials instead of plastic imitations, giving them valuable lessons in using materials that are common around the environment (Walker, 2011).
Whilst the project was not finished to full completion it remained a success. The children displayed their fine coordination skills with the many different tools and materials made available. Additionally, they learnt the importance of teamwork and problem solving when using new technologies. They enjoyed measuring, sawing the wood and hammering the nails onto wood cut outs. By working together, the children were able to mimic each other’s actions. T had the advantage of learning from L who was more familiar with certain tools. I plan to scope the internet for pictures of various kinds of bird houses or even create a bird’s nest out of natural materials. Another idea is to craft shops for readymade kits necessary for assembling a small bird house.
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
Home Grown Kids. (n.d.). Backyard Play Ideas. Retrieved from http://www.homegrownkids.co.nz/site/homegrownkids/files/Backyard%20Play%20Ideas.pdf
Walker, J. (2011). Developing fine motor skills in children with crafts. Early childhood development. Retrieved from http://www.suite101.com/content/developing-fine-motor-skills-in-children-with-crafts-a348399#ixzz1IKe7GH5Z
I so agree that it is a joy to watch children co-operate, plan and problem solve together. The use of 'real' tools is so exciting and children always seem to enjoy and respond to those types of activities. I have many memories of one of my sons at the corpentry table making things. He is a carpenter today.
ReplyDeleteHow many times do adults get apprehensive when children want to use the 'real' tools? Like the digiatal camera, the saw and hammer, the laminator. Sure they need to know ways to keep safe, but these experiences need not be denied. They can learn so much.
Carpentry work helps to develop children’s gross motor skills as well as fine motor skills. Child L’s interest in building his own bird house was remarkable as it is always difficult for children his age to make a three-dimensional shape to resemble what he has in mind. When he took the initiative to invite his cousin Child T to join him, he was displaying his good social skill in including her to be part of his team in the project.
ReplyDeleteElisapeta, your presence and your provision of the resources had motivated him in his project. Your observation of him was carefully noted and well narrated. You were close to him yet you refrained from intruding and that was remarkable.
I agree with you that though Child L did not complete his project, the worth is in his effort. The lessons learned in problem-solving, working in a team, attempting to use different tools are all invaluable in building up his self-esteem and confidence. I also agree to your point that had you extended his learning by exploring the internet for more information regarding bird houses, you would have brought him to another level of learning.
I have noticed also that young children relax and concentrate when using tools of the building trade and as they pick up a hammer and nail and place it on a small plank on wood they take their carpentry very seriosly. These first steps to becoming an adult do- it -yourself fixer at home through using and learning these technology skills in a Early Childhood Centre. I like the way you conversed with the children in meaningful conversation. Well done!
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