Thank you Prabhdeep for your positive feedback. I enjoyed the link you provided - 'Supporting cultural and linguistic diversity in early childhood'. It was nice to see how other centre's support cultural diversity.
The early part of the utube video showed teachers meeting about new children starting at the centre and what strategies could be used to help include their culture. A teacher referred to her use of song at mat-time and welcoming children in their own/familiar languages. Something myself and other teachers in my centre need to do more of.
I liked how the utube video provided ideas and additional strategies of play to include culture, example - having chop sticks in the kitchen play area.
During the video I found a quote that I like "Whatever the nature of the difference, make sure everyone has a way to contribute and communicate". This is very true and should be top priority for teachers in early childhood education.
Greatly appreciated this additional information Prabhdeep.
Response to Carol's Feedback:
Thank you Carol for the positive messages given in your feedback. I am pleased you enjoyed my blog on 'children's digital literacy'. My aim was to make my blog interesting, yet manageable and easy to read and follow, thank you for noticing.
I do remember hearing about Sugata Mitra's famous observation 'hole in the wall'. This is good evidence of curiosity leading to enhancing children's education, I too have found and acknowledge the power of curiosity for children.
His experiment with the 'hole in the wall' was amazing to watch. This has made me reflect on how I can enhance curiosity with the children within my centre.
On reading through Donahue Shortridge's article on the 'Frozen Phenomenan' and her reference to some fairy tale stories containing scenes that have moral dilemmas that young children cannot understand, I have often thought the same. Some fairy tales have music and animation that is capturing to children but ethics and morals can be inappropriate for children, for example Cinderella's dilemma of slavery and ill-treatment.
Response to Emma's Feedback:
Hi Emma, I am please you enjoyed my blog and photo's of my digital learning experience with the child in my centre, it was a lot of fun and I plan to extend further on this experience maybe make a booklet out of her photo's so she can recall the event and show her whanau.
Your feedback was very positive and greatly appreciated.
I enjoyed meeting Bronwyn from Botany Downs Kindergarten recently and her insight into her centres use of technology. I feel I learnt a lot about the significance that technology and social sciences have on children through her.
I have since reflected on her visit and discussion with us about how inclusive they are with ICT in the programme and the benefits she shared were inspiring.
I have enjoyed this clip on YouTube with Bronwyn Glass - the head teacher, using Skype to help transition children to primary school.
This clip refers to technology helping to make connections between a local new entrant primary school class and botany downs kindy children. This technique allows the children to understand the environment of the classroom and develop relationships with the teacher and other children.
This is an example of technology taking down barriers of learning and creating participation for all children, irrespective of the ethnicity, culture, disability or any other factor, so that children feel that sense of belonging and community (Glass, Baker, Ellis, Bernstone & Hagan, 2010).
I appreciate how technology can create learning of social sciences for children that is appropriate for them to understand and move forward in a world that relies on understanding the technology and sciences of the world.
Vygotsky viewed learning as socially constructed, where children must learn what is necessary to participate within their community, through the interactions and cultural tools that are mediated by peers and adults (Bolstad, 2014).
It is vital, for me especially to understand that today's children are learning early literacy and play experiences shaped from electronic media (Bolstad, 2014) and that appropriate learning needs to be apart of my teaching programme and practise.
Reference List:
Significance of technology and social sciences on children's learning and development
I enjoyed meeting Bronwyn from Botany Downs Kindergarten recently and her insight into her centres use of technology. I feel I learnt a lot about the significance that technology and social sciences have on children through her.
I have since reflected on her visit and discussion with us about how inclusive they are with ICT in the programme and the benefits she shared were inspiring.
I have enjoyed this clip on YouTube with Bronwyn Glass - the head teacher, using Skype to help transition children to primary school.
This clip refers to technology helping to make connections between a local new entrant primary school class and botany downs kindy children. This technique allows the children to understand the environment of the classroom and develop relationships with the teacher and other children.
This is an example of technology taking down barriers of learning and creating participation for all children, irrespective of the ethnicity, culture, disability or any other factor, so that children feel that sense of belonging and community (Glass, Baker, Ellis, Bernstone & Hagan, 2010).
I appreciate how technology can create learning of social sciences for children that is appropriate for them to understand and move forward in a world that relies on understanding the technology and sciences of the world.
Vygotsky viewed learning as socially constructed, where children must learn what is necessary to participate within their community, through the interactions and cultural tools that are mediated by peers and adults (Bolstad, 2014).
It is vital, for me especially to understand that today's children are learning early literacy and play experiences shaped from electronic media (Bolstad, 2014) and that appropriate learning needs to be apart of my teaching programme and practise.
Reference List:
Bolstad, R. (2004). The role
and potential of ICT in early childhood education: A review of New Zealand and
international literature. Wellington: New Zealand Council of Educational
Research.
Charity Portal, 2016. Retrieed from https://www.charities.gov.sg/Pages/Making-a-complaint.aspx
Glass, B., Baker, K., Ellis, R., Bernstone, H., & Hagan, B.
(2010). Inclusion at Botany Downs Kindergarten centre of innovation 2006-2008
[executive summary]. Retrieved from http://www.educationcounts.govt.nz/publications/ece/22551/70768/71122
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