Reflection Three: children on computer
16th March, 2010
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| children on computer |
In the morning, it is always busy in the centre 3 (3-4 ages), some children were busy having clicking mouse to control and look at something happen on the screen when they just arrived in the centre.
Today was a normal day, “K” was the first one who played the computer in the centre, and he switched on the computer, and chose software to do games of letter and number by a teacher’s helping. The games were matching game and practicing memory, the children could drag the mouse to put the numbers and words on the pictures, there were good at promote the children’s literacy. After couple of minutes, other children came to “K” and looked what he was doing, “N” sometimes helped “K” to give him some ideas, I realized that “N” had a amazing memory, and he could read some simple words and numbers. Sometimes, some children discussed with what they saw on the screen to others, “This is elephant.”, “No, this is not.”, “Three presents…”, “I did it.” ……..
“ICT includes any product that can store, retrieve, transmit or receive information electronically in a digital device. For example, personal computers, digital television, email, robots” （Tutor2u.net, 2010）. The full name of ICT is Information and Communication Technology. Thus, using computer for children is a kind of digital technology.
I find that ICT could enrich children’s literacy in their language development, giving them more opportunities to use language to express the feeling about what is meaningful in their own learning, such as size, colour and words. Putting words on pictures that offer an opportunity to develop children’s writing and oral language skills, they can use their own words to describe what the pictures show or record their voices to tell stories and encourage their confidence to show their learning by speaking. Thus, computer definitely can facilitate children’s learning opportunities (Ministry of Education, 2004).
Computer playing gave me an awareness of ICT support co-operation skill to children, when they played computer games with their friends, they helped each other to settle problems confidently, then they could learn some positive experiences between peer and adults. Te Whāriki states that technology foster children’s self-confidence in the path of work out practical problem （Ministry of Education, 1996）
I was happy to see some children used the software and computer independently, they completed the game and mission by themselves, they were confident to tell everybody they can do it. Therefore, their behavior gives me an awareness of a good computer programs that can foster children a meaningful of independence from their self-esteem identify (Buckleitner, 1999).
In addition, reflecting on when children clicked the mouse, something was happened on the screen. It made children to realize that software can interact with them, which attract children’s interest. The goal of Strand 5 in Te Whāriki states that children learn strategies for active exploration, thinking and reasoning (Ministry of Education, 1996).
Buckleitner, W. (1999). “I can do it” software. Scholastic Parent & Child, 6 (4), 12.
Ministry of Education. (1996). Te Whāriki: He Whāriki matauranga mo nga mokopuna a Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2004). The role and potential of ICT in early childhood education. Wellington, New Zealand: New Zealand Council for Educational Research.
Tutor2u.net. (2010). Introduction - what is ICT? Available online from
