Date: Friday 26th August
Lately the children have shown a large interest in taking photos of each other and then flicking back through them and recalling what was happening in the pictures. I have noticed that sometimes when they are discussing the photo they are forgetting what conversations were happening and I thought that if I provided children with an opportunity to video each other they would be able to recall and relate to what was happening much easier. Forman (2007) discusses how a child’s recalling skills shift from telling us about the product to explaining the process that they are using through the use of video cameras. I must admit that at first I was very apprehensive about taking my video camera into the centre as I was worried that it would get damaged. But as I thought more about all the learning opportunities that were going to be provided for the children I soon realised that the positives outweighed the negatives immensely; and how are children to learn respect for and how to use a camera in the first place if they are not provided with the opportunity to learn?
Initially I thought that the camera would be a great tool to support the children as they developed recalling skills. Little did I know I was about to discover many more ways that video camera’s can enhance children’s learning! When we first started using the camera there were many questions about how the camera worked. Such as “how does the picture get in there”, “what does this button do?” This allowed lots of peer scaffolding to happen, as some children who had video cameras at home shared their expertise with their peers. This is supported by Ellis & Van Scoter (2001) who explain that studies highlight the opportunities for language use and interaction that technology offers children” (p.9). I also felt it was really important for children to see the whole process of how you get your recording onto the computer so I brought in my laptop and the children had turns at removing the memory card, sliding it into the laptop and scrolling to find their movie. I believe that by taking the time to allow each child to experience this provided children with the opportunity to learn and master a new technological tool to add to the array that they already use to explore, create and communicate (Ellis & Van Scoter, 2001).
Another area that the video camera promoted was dramatic play. As children quickly discovered what the video camera was for and how to use it; they were soon asking if I could record dancing shows, plays, and even their very own episode of ben10 and bob the builder! We then set up a special screening in which parents were invited along to see the all the hard work and fun that their tamariki had been having. This led me to my next realisation that video camera’s can be a really useful and meaningful way for documenting children’s learning to display for parents. For example, lately I have been hearing lots of sighs and moaning about the bags full of washing that parents are taking home after the children have been participating in water and messy play. I had tried to explain the benefits for children’s learning and they enjoyment that they derive from it but some parents did not seem to be very convinced at all. Then… after recording the children having water play and muddy play in our sandpit, and setting up a video for parents to watch as they came into the centre, I had so many comments about the wonderful time that the children were having and how much excitement they could hear and see them having . This really proved to me that we should be thinking about how technology can contribute to getting parents involved within centre events. Book 20 from Kei tua o te pae assessment for learning: Early childhood exemplars states that “digital video cameras used in conjunction with computers have been pivotal in providing easier access to documentation and the curriculum, especially for children and their families” (MOE, 2004,p3).
I now feel that using a video camera regularly as part of my practice will enable me to provide richer learning opportunities for tamariki and their whanau, and will help to lay the foundations for exploration and learning together through shared understanding.
References:
Ellis, D., & Van Scoter, J. (2001) Technology in Early childhood Education: Finding the Balance. Northwest Regional Educational Laboratory.
Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars.
Great! Emma. You really provided the children a rich and meaningful learning experience. They not only learned the technology skills on how a video camera works and how to get the recording onto the computer, but also developed language and social skills while interacting each other. I appreciate that you used video recording of children’s water and messy play to respond parent’s moaning about the washing. It speaks much louder than we teachers explain how the children enjoyed water and messy play. I believe that video camera is most effective way of documenting children’s learning. Children are able to see their actions in viewing screen and revisit their experience. This helps to enhance their social competency when some inappropriate behaviors happened to be in the recording because the children can recognize them, especially the children who had these inappropriate behaviors would feel shameful. Video cameras, as effective learning tools for children’s construction of knowledge and teacher’s reflection of teaching should be used in early childcare centers.
ReplyDeleteFrom the heading of your reflection it shows me that not only the children learn but also included is your self. Emma I cannot really explain you how much I appreciate the way you try to let parents understand how much their children learn through using technology/ I am glad that after parents watching the video, it will take away their sighs, and moans about messy play. Emma your hard work with children about technology really touches my heart and encourages me to keep on learning and using more technology with my children.
ReplyDeleteThis is great. I also believe that if children are not given the opportunity, how are they to learn? Giving them the chance to use this is empowering them and letting them know we trust them. What you wrote about the video camera coming into dramatic play was great. As I use still photos everyday, I never really think on how a video camera can develop in that area, but I will from now on, thanks. I feel that being able to show parents a different sort of learning documentation is wonderful. What a great way to keep the parents interested as well.
ReplyDeleteEmma its really interesting to hear how you are providing opportunities for children to practice recalling events & happenings to strengthen their memory & thinking skills.
ReplyDeleteYour decision to bring your video camera into the centre is a big one as I’m sure it is a valued tool with which to capture and cherish your own family’s growth and development. It shows how much you value the children’s learning and your desire to contribute to this. When they are guided and supported to use the equipment appropriately children can certainly surprise us in their capability.
I really like the way you were able to share the children’s work with parents in the centre. It sounds like it has been a powerful way to illustrate to benefits of water & messy play as well as sharing the happenings of the day. This is a great way to further that communication about teaching and learning between teachers and parents.
I like how you have been brave and experimented with using the video camera in different area of the centre such as dramatic play. I wonder if the video could be connected to a television so they could watch their own movements in real time? This use of the video camera has such a multitude of potential for raising body & special awareness with the children too.
Kia Ora Emma,
ReplyDeleteWow Emma, you have opened up more opportunities for children to explore by providing children with a video camera. Your contribution of using your video camera plus lap-top reveals your willingness as a teacher to enhance childrens learning with technology. I like how you scaffolded allowing children to explore using simple experiences that will broaden and add to childrens knowledge. I also like how you facilitated by providing parents with documentation of their childrens interest.
Great reflective question Emma. This is exactly the same question I always ask too especially when children are not given the privilege to use digital tools within the centres. It always frustrates me when centre's limit childrens exploration.
Emma I would love to know what your centre's views were when you allowed children access to your lap-top and video camera? How did they react when they saw that children are capable learners with digital technology? Has their approach changed?
Tumeke Emma