Thursday 15 September 2011

Blocks as a tool for technology???

Date:  Thursday 18th August 2011
Over the past month there has been a large interest in block construction. E (a four year old boy) has been particularly involved in this. Over the past few weeks I have been watching him using the different range of blocks to make various structures. These have developed from being quite simple to very complex.  This morning E decided that he wanted to build one of the buildings that were on the side of the block container. I noticed that at a point he was starting to get frustrated as his was not quite matching this picture.  Initially I thought about sitting down to help him but after noticing some other children working with the blocks I decided to encourage them to help E.  At first E did not mind having some friends there to help, but, as soon as they started to try and move the blocks he started to get very agitated and said “I didn’t even want your help, go away!”  After hearing E say this I was quite disappointed in myself as I realised that E. should have had the opportunity to problem- solve by trial- and- error, using the blocks as his tool (Williams & Kamii, 1986 cited in Wellhousen Tunks, 2009, p3).

This incident made me start to think about my view of block construction and I soon realised that I have not been seeing blocks as a technological tool.  Fleer & Jane (2011) discuss how the view that a teacher holds about technology directly impacts on the way that they teach it, therefore, if I do not broaden my perspective and strive to improve my practice it is not fair for the children I am teaching. Furthermore Rogers & Russo (2003) explain that block play is an open ended resource that offers endless possibilities in design, problem solving, and logical thinking.  Upon reflecting on this one situation it has made me think about numerous times that I have not been taking the children’s needs into consideration. Such as when it is ‘tidy- up time’ and I insist that the children pack away their blocks; how am I supporting children’s learning when I do this? I have now realised that I need to think of other ways to support children’s technological skills. One of the ways I have thought about this is to allow the child to take photos of what they have constructed before they put it away. Do you think this is a good idea?  Do you know any other strategies that I could use?
I have also found upon observation and reflection that blocks are a resource at our centre that we are not linking with other aspects of the curriculum and I have been thinking about ways that I can do this. I feel that to do this I will need to start seeing blocks as a tool for technology and learning to support interests.  For example, today the children set up a tent and they wanted to construct a campfire, as we did not have any wood immediately on hand I suggested that the children could use the blocks.  This supported their learning and allowed them to continue exploring through dramatic play. In support of this the New Zealand early childhood curriculum Te Whāriki states that “using many different materials for different purposes enables children to recognise that different technologies may be used in various places and settings (Ministry of Education (1996), p95).

Overall I have found that my view deeply impacts how technology and resources are portrayed to children. Writing this post has allowed me to discover and see blocks from a whole different perspective and as a valuable technological tool for children’s learning.
References:
Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest,
               N.S.W: Pearson Australia

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Rogers, A. & Russo, S. (2003). Blocks: A commonly encountered play activity in the Early years, or a key in facilitating skills in science, maths and technology? Investigating:   Australian Primary and Junior Science Journal. 19(1) 17. Retrieved August3, 2011 from Australia/New Zealand Reference Centre database.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children.        Southbank, Victoria: Thompson Social Science Press.

Tunks, K. W. (2009). Block play: Practical suggestions for common dilemma’s. Dimensions of      Early childhood. 37(1) 3- 8. . Retrieved August 3, 2011 from Australia/New Zealand Reference Centre database.

3 comments:

  1. Emma I like the way you show children how important their learning and constructions are by letting them take photos of their work. To answer your question, Yes Emma I am sure it is a great idea. I suggest that praising them is another strategy to add. I also enjoyed reading your reflections and I learn a lot from them.I can see how much reading you did. It is much appreciated and it shows me how much it helps us in our teaching and learning journey.

    Tumeke Emma!

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  2. Hi, Emma, it’s very enjoyable to read your reflection. It’s awesome you reflected so deeply on the scenario from a technological perspective on blocks. I can see how much effort you put on your reflection as you back up your ideas with abundant relevant literatures. I agree with you that the view a teacher holds about technology directly impacts on the way of teaching. I’m sure blocks are a tool for technology because it provides children with a broad range to explore by themselves. Children use them to play for different purposes. Some children use blocks as skiing tools. Some build their ideal castles with different shapes, sizes and colors of blocks. They solve problems by trial-and-error. They make connections with people, places, things and events in their word. A boy in our center enjoys making farms with blocks, plastic animal and human figures, talking about the things happening there as he often goes to his dad’s farm. I have no doubt that blocks a tool for technology promote every aspect of children’s learning and development.

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  3. I can see that this reflection has had a big impact on you. You have learnt to step back and let the child learn for him, as well as learning about your own style of teaching and how you see things. I feel that blocks are a very creative thinking technology, creating things from houses, to boats to zoos. It was wonderful to see how you used the blocks in the campfire experience. Well done!! A good way to support the children’s creativity especially at ‘tidy up time’ is to leave the creation they are building with a special ‘work in progress’ sign on it, and tidy up around it. This enables the children to come back and continue without anything being disrupted.
    What do you think about this idea?

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