Ever though that a ball pen, brick,
ice block, box and more is technology?
The simples definition of “technology” I found was that technology is everywhere, it’s about solving problems, helping others, and each of the above it technology, non digital technology.
Technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills and resources are combined to find solutions. (Smori, 1999).
The simples definition of “technology” I found was that technology is everywhere, it’s about solving problems, helping others, and each of the above it technology, non digital technology.
Technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills and resources are combined to find solutions. (Smori, 1999).
Last week I order some more toys for
the children, nice big trucks, colourful cars and dinosaurs. I opened the box,
took all the toys out to tick it off the list. I placed the toys on the floor,
ready or the children to start exploring. About 1 min later a child come
closer, took 
the empty box where the toys were in dragged it backwards and
started playing in the box. It was priceless
to see how much the children were enjoying this box. Soon there were two
children in one box, the children pretended the box were a fire truck. Forget
about all these brand new, nice, colourful, expenses toy, the children chosen a
brown, un attractive box, which I was just about the throw out. I watched the
children play for quite a while, they were in and out the box, moving it around
and lifting it up, they used a lot for gross motor skills by doing all these. A
lot of pretend play was happening at the same time, pretending there is a
steering weal, the girls played “doggie doggie” in it. It was amazing to see
them playing with minimal resources, something we all have around home, centres
and in the community. The children’s imagination just went sky high. They are
extending on their creative skills, by using the box for different things. 
In
Te Whaariki it states “Children should experience an environment where they learn
strategies for active exploration, thinking and reasoning” (Ministry of
Education, 1996 p. 82). The New Zealand curriculum and Te Whaariki states: Children
should develop the confidence to choose and experiment with materials, to play
around with ideas, and to explore activity with all the sense. (Ministry of Education,
1996. & Ministry of Education, 1993).
the empty box where the toys were in dragged it backwards and
started playing in the box. It was priceless
to see how much the children were enjoying this box. Soon there were two
children in one box, the children pretended the box were a fire truck. Forget
about all these brand new, nice, colourful, expenses toy, the children chosen a
brown, un attractive box, which I was just about the throw out. I watched the
children play for quite a while, they were in and out the box, moving it around
and lifting it up, they used a lot for gross motor skills by doing all these. A
lot of pretend play was happening at the same time, pretending there is a
steering weal, the girls played “doggie doggie” in it. It was amazing to see
them playing with minimal resources, something we all have around home, centres
and in the community. The children’s imagination just went sky high. They are
extending on their creative skills, by using the box for different things. In
Te Whaariki it states “Children should experience an environment where they learn
strategies for active exploration, thinking and reasoning” (Ministry of
Education, 1996 p. 82). The New Zealand curriculum and Te Whaariki states: Children
should develop the confidence to choose and experiment with materials, to play
around with ideas, and to explore activity with all the sense. (Ministry of Education,
1996. & Ministry of Education, 1993).
Every day in the centre or at home we
do or provide children with resources, toys, books and lots more, but by
providing them a box to explore work just as well, the children were using
their imagination they were actively exploring. The ideas that come out what
they can use the box for were incredible. Non digital technology helps children understand technology easier, Bruce and Meggitt (2006) states how important non-digital technology are, simple things around the house, egg whisk, waterwheels, weaving, scissors, boxes, and how important it is to encourage children to use wooden blocks and constructions kits.
In Te Whaariki it states under
technology: using materials for different purposes enables children to
recognise that different non digital technologies may be used in various places
and setting. (Ministry of Education, 1996).
I found this you tube clip that was so
interesting, it is about a few children playing in boxes and having so much
fun, they have obviously been focus for quite some time and enjoying
themselves. These children were exploring non digital technology, playing with
the boxes, painting, imaginative play and heaps more.
I will defiantly provide and encourage
children to actively explore more non digital 
technology. Reading more about non
digital technology opened my eyes, everywhere you look you will find non digital
technology, which all somehow develops into digital technology.
technology. Reading more about non
digital technology opened my eyes, everywhere you look you will find non digital
technology, which all somehow develops into digital technology.
References:
Bruce, T. & Meggit, C. (2006). Child care and Educatoin: CACHE
level3 diploma in
child care and education. Dubai: Hodder Arnold.
child care and education. Dubai: Hodder Arnold.
Ministry of education. (1993).New Zealand Curriculum. Wellington, New
Zealand:
learning media.
learning media.
Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga
Mokopuna o Aotearoa. Wellington, New Zealand: Learning media.
Mokopuna o Aotearoa. Wellington, New Zealand: Learning media.
Smori, S. (1999) Technology in Early Childhood. Early
Education, 19, 5-10.
Photo reference:
One boy and one girl sitting in a box:
Retrieve from Google: 18/03/12
childcentralstation.com
childcentralstation.com
One girl playing in a box: Retrieve
form Google: 18/03/12
parentdish.co.uk
parentdish.co.uk
Two girls playing in a box: Retrieve
from Google: 18/03/12
whattoexpect.com
whattoexpect.com
Wooden blocks: Retrieve from Google 18/03/12
homeinteriordesignthemes.com
homeinteriordesignthemes.com
Kia Ora Chantel,
ReplyDeleteI enjoyed hearing about your experience the children were able discover with the box. Children love these simple, overlooked resources as we view them differently to children. I wonder what other materials come through your centre but get disregarded as rubbish. Recycling supplies is great for children’s learning which they thoroughly benefit from exploring with it. Did you ask what the children who had an interest if there was anything else they wanted to do with it? This is great child directed activity that could become an in-depth process containing all types of curriculum areas. For example the children could decide to make it into a bus with materials in the carpentry area then sing the wheels on the bus and go for a ride in one. It was great to see you link to both Te Whāriki and The New Zealand Curriculum. While reading your reflection, it was a great reminder to source these types of materials for the children in my centre. Ka pai Chantel on your reflection!
Kia Ora Chantel,
ReplyDeleteWow this is such a wonderful experience for you to be able to see a piece of non-digital technology being used with complete imagination on the children’s part. I felt that it was really beneficial to be able to see all of the learning behind this ‘wow’ moment and how the children really did benefit from such a mundane product when they could have chosen the nice new resources. I also really enjoyed how you were thinking creatively as you linked us with a clip to watch of two girls covering so many different learning areas with this one base object. It was really neat seeing them enjoy it so much and gave me an idea of how you must of felt also. I wonder what other objects you could find around your centre to recreate this experience? It often takes the simplest thing to create so much excitement as well as the fantastic learning that comes out of it. ☺
Hi Chantel
ReplyDeleteWow what an awesome reflection to read Chantel you wouldn’t think that the children would be so interested in the box over the new colourful toys, it makes you think what simple everyday resources we can provide for children that we don’t even think to put out, but yet there is so much learning gained from these simple resources. I really likes how you linked the YouTube clip it shows what other activities you can do with the children using the boxes, other than dramatic play they can use different non digital technology to design their boxes. In your blog you explained how you observed the children using their gross motor skills but did you see other learning that they children gained from this experience? Would you place more boxes out in the centre to add to the children’s interest now since you know your children enjoy the boxes? Well I really enjoyed reading your reflection on the boxes and I felt you learnt a lot from this experience as well. Good job :)
Hey Chantel, isn’t it just great to see the children use their imagination to make their own experiences out of something so simple. It’s fantastic to see you enjoying this precious moment with the children. I feel you could talk more about what you learnt from the children exploring with the box. Remember it is a reflection about your learning as well, although you have talked about your learning of what non digital technology is. I think if you can talk about what new knowledge you gained from observing the children in the box will take you to a deeper level of thinking, which will help your reflection to become more about your learning rather than the children’s. It’s great to see you can analyse the learning the children are gaining from exploring the box. Did you talk to them about other ideas they could do with the box to further enhance their learning? What do you think will happen if you gave them lots of different types of boxes to explore?
ReplyDeleteGood start Chantel!
Hi Chantel
ReplyDeleteI really enjoyed reading your reflection regarding the box play. It was so lovely to see how much of an interest the children had with the box. It just shows us that not only do toys make children happy but also things just as simple as a box can provide so much joy and excitement for children. I noticed that through this reflection you talk a lot about the children’s development and what they gained from this experience. Next time I think you should include and talk more about your learning and what you have gained and developed through this experience. Is there anything you would add to enhance this experience? Have you thought about bring in different sized boxes to see what the children will do with them? Overall this is a great reflection and I cannot wait to see your next one.