Reflection
Three: Children problem solving with nets
16
August, 2012
I
was observing child A reaching for the wooden building blocks which were in the
water trough, child B decided to help fish the blocks out by using the insect
net. Child C was also interested however being so short was unable to reach to
get the blocks out. Being creative, I
said to the children, we can pretend that the blocks are fish in a pond. At
this point, child B used his problem solving skills by using the insect net again
to fish out the blocks. The centre had purchased these insect nets for the
children to catch butterflies. While child B was hoping to get the blocks out
of the water trough by using the insect net as fishing net, I asked child A and
C what else we can use to fish the blocks out? I asked this open ended question to help them
think further.
I
would never think that an insect net is a technology and someone had invented
it to help catch insects for research studies or other purposes. The children
learn how to hold on to the net with their hands and control the arm movements
to scoop out the blocks. They worked together and helped each other, while they
were learning concepts of weight and why heavy objects sink and do not float on
the water. “When people are working together effectively, the insights of each
person became the insights of the whole group” (Fleer & Jane, 2011).
Inventors
are creative people, they inventing tools to help us achieve our tasks. Some
inventions end up very different to what was planned. For example, Dr. Spence
sliver invented a type of glue that was not sticky enough, so he thought it was
useless. However his co-worker Art Fry used it to stick bookmarks into his hymn
book. The bookmarks wouldn’t fall out, but they could be moved around. That’s
how sticky notes were born (Love & Smith, 2010). I
think in this scenario child B was being creative, having this idea of helping
boy A get the blocks out of the water.
Provide
more opportunity for children to explore on this experience. This can be done
by making small fishing nets using cloth and branches from trees and attaching
strings to the sticks. Another method can be using a colander or a container at
the end of the string. Then we can test the things that we have made or found
by assimilating different type’s fishing equipment. Then discover which types
can catch the fish more easily. Through the Technological knowledge strand,
students develop knowledge and understanding of how and why things work
(Ministry of Education, 2007) The aim of the learning, working together,
brainstorm, drawing, finding various resources, cutting, measuring and making
the equipment are all part of technology learning.
There are many tools in our life that are
invented to make things work better and more efficiently, things like electric
kettle, microwave oven, washing machines, vacuum cleaners and so on. This
electrical technology helps
people solve the problem and make life easier (Smorti,1999).
References
Fleer, M., & Jane, B. (2011). Design and
technology for children. Frenchs Forest, Australia: Pearson Australia.
Love, C., & Smith, P. (2010). How things work encyclopedia (Ed.).
London, UK: Dorling Kindersley Limited.
Ministry of Education. (2007). The
New Zealand curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in early
childhood. Early Education, 1, 5-10.
Photo reference for reflection two: cartoon
costumes /Google picture
Google images (2012). Cartoon character
with different costumes. Retrieved from http://www.google.co.nz/imgres?um=1&hl=en&sa=N&biw=1517&bih=741&tbm=isch&tbnid=l6p86vCK2mXArM:&imgrefurl=http://www.prweb.com/releases/virtual-world-for-kids/for-sale/prweb4995884.htm&docid=GjSc3sAPxPGDFM&imgurl=http://ww1.prweb.com/prfiles/2010/01/05/391833/Clothing.jpg&w=800&h=456&ei=RjE3UOzkEeW8iAeau4DADg&zoom=1&iact=hc&vpx=164&vpy=162&dur=402&hovh=95&hovw=170&tx=182&ty=94&sig=114323197114482800402&page=1&tbnh=96&tbnw=170&start=0&ndsp=34&ved=1t:429,r:0,s:0,i:70
Picture reference on reflection three: Fishing nets
Hi, Wendy. You did not think the insect net can be part of technology and I used to think technology was just about computers, cameras or other electronic appliances. However, after I have read how Smorti (1999) defines technology, I understand any tool can be regarded as a technology if it is used to help people to solve problem. Therefore, the insect net you have mentioned in your reflection can be a technology because children used it as a problem-solving tool to get the fish blocks out of the water trough.
ReplyDeleteThere is something that impresses me a lot-you promoted children’s technology learning within a creative climate. You used open-ended questions to assist children to develop new problem-solving thoughts. I believe that the children had been given opportunities to develop “reflective and creativity thinking” as they tried out different ways of using technology (Ministry of Education, 1996). Therefore, they could be a good risk-taker and learner while exploring their ideas confidently in technology learning (Miller, Cable & Devereux, 2005).
I agree with your view that children develop their understanding and knowledge of how and why things work through exploring technology. This is because technology is everywhere in our daily life and it is hard to ignore its importance. So, I think that the better way for supporting children’s technology understanding is through incorporating applicable tool in our teaching.
Hi Wendy, it is very interesting to use insect nets to catch fish. Children were using their creativity to pretend to catch fish with blocks in the water. After reading Smorti (1999), I learnt that technology is about helping people solve out problem. From your children’s playing, I can see that how children solve out their problem with the insect nets which is invented by others to solve their problems. Through playing insect nets children not only improved their physical development but also enhanced their ability of creativity. You had provided open-ended questions which make them to think and they come out with co-operation with their friends in a team. They experienced an environment where they are encouraged to learn with and alongside others (Ministry of Education, 1996). I think it is very good that you have another plan which makes your own insect nets to extend children’s interest. It will be another technology experience that children create their own nets for their own purposes.
ReplyDeleteWendy, I like the way you explain the links between insect net and technology. From my point of view, through creatively using insect net to solve problem (get the block out of water trough), children demonstrate their capability in solving practical problems. This capability of using technology purposefully contributes to children’s confidence and well-being (Ministry of Education, 1996).
ReplyDeleteYou use one of the quote “When people are working together effectively, the insights of each person became the insights of the whole group” (Fleer & Jane, 2011). Although you didn’t explain it in detail, I guess what you want to emphasis here is the benefits of cooperative technological learning. Yes, as three of your children are working and thinking together to solve problems, they are developing their cooperative skills, and understanding how to apply these skills to different situations. Those skills are very important skills for children to build and maintain successful relationships with others in their early yeas and adulthood.
Hi, Wendy, using net to solve problem, this is an interesting topic of children’s non-digital technological skill.The butterfly net can be a fishing net, or can be something else when children want to solve problems. As we can read from you reflection, children are creative of using the insect net as a fishing net. Children are able to practice their mastery skills when they are holding the net and scooping the blocks out of the water. In addition, they are learning and exploring many different ways to use tools and equipment. Linking to the strand of exploration in Te Whariki, children develop skills and make sense of the world through active exploration, such as different ways of using tools, materials and equipment (Ministry of Education, 1996).
ReplyDeleteAs a teacher, it is extremely important for us to encourage children’s active thinking and active exploring skills. According to Bullard (2010), children are able to learn through play while the curiosity drives children’s active learning forward (Bullard, 2010). Therefore, during the teaching and learning, we use open-ended questioning strategies to enhance children’s active thinking; we should allow children more space and time for their individual learning or group exploration.