Reflection two: Glue Gun Crafts
13th March, 2010
“B” chose two big wooden blocks as the body of bus model and wanted to glue it together, but she pressed the trigger of glue gun in a wrong way. Finally, she stuck the wooden part together by following my suggestion. Afterwards, she brought some small cardboard to make the bus wheels.
She used egg container to make windows, colorful plastic pieces as doors, stairs and seats. When she had no ideas for the actual image of bus, I showed the picture of bus to her. I believed that when children distinguish between the real and the imagined worlds, which give children opportunities to express their experience on a symbolic form (Talay-Ongan & Ap, 2005).
When there were some parts and pieces dropped off, she know she need to hurry up to assemble the parts before the glue became cold. When the bus could not stand on the table, she realized that she used the wrong material for the wheel. Therefore, she used water bottle caps to substitute cardboard wheels.
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| "B" made a "bus" |
“B” worked out a series of problems in the process of making a bus model. She created a bus model with different materials. Thus this is a creative and purposeful activity. Technology is a creative and purposeful activity, which enables people to see their needs by the development of products (Smorti, 1999). The New Zealand Curriculum said that Technology can widen human potential and satisfy their needs so that they can realize opportunities by using practical and intellectual resources to develop products. From what I know in the class, glue is a non digital technology.
This activity is linked to principles of Te Whāriki (Ministry of Education, 1996), encouraging the children to solve problems by themselves. Thus, non digital technological tools such as the hot glue gun and other carpentry stuffs can help her to solve problems more efficiently.
During the making process, she encountered some troubles. As a teacher, I gave her a few suggestions and demonstrations to gradually lead her to succeed. After finishing the work, she was so proud to see what she had done. I really like the way she discussed about the problem that she had encountered. I noticed that with the assistance of glue gun and other tools, it could develop student’s practices ability in order to support their physical development. One of the factors is reflecting on their own practice or children’s achievements with other members of staff, discussing observations or with teacher (Julia, 2009). Secondly, children could increase fine motor control and co-ordination by using tools, such as press the trigger of glue gun and learn how to control it properly by her finger.
So, I believe that technology give children a creative environment that can provide fun, laugh and playfulness as well as their learning hours. I allowed them to develop their imagine through their own thinking. Children had fun and it also stimulated children’s learning and exploring in a smooth method ensure children have the best environment we can to facilitate the learning process.
Reference:
GoogleImage. (2010). Image of a child playing with glue gun. Retrieved from
Julia, B. (2009). Using ICT in the Foundation Stage. Retrieved 2009, from
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. (2007). The New Zealand Curriculum. New Zealand: Learning Media
Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 15-10
Talay-Ongan, A., & Ap, E. A. (Eds). (2005). Child Development and Teaching Young Children. Southbank, Victoria, Australia: Thompson Social Science Press.
I have had some viewpoints in my reflection about children using hot glue gun which are same as yours. So I agree with you that children could promote physical development by using hot glue gun, such as fine motor skill and hand-eye co-ordination skill. I like the way of you showing the pictures of the bus to the children instead of displaying the completed craft of bus to them, which can develop children’s imagination and creative skill by making their own works. The adult needn’t do any particular thing for the children as it would restrict children’s thinking and creative potential (Brownlee, 2007).
ReplyDeleteYou pointed out that one child was figuring out what materials would make the bus “stand” on the table. It clearly showed that children use many different materials for making their craft and use it for their own different purpose; this enables them to recognize that different technologies may be used in different ways (Ministry of Education, 1996).
You used many teaching strategies to support children’s learning. Firstly, you provided many materials for children to choose what they want. I think this is a good idea, as children should have a freedom to do what they want do.
ReplyDeleteSecondly, you encouraged children to solve problems by themselves. When the girl had difficult to make her bus, you showed her a picture of bus to give her some ideas instead of doing it for her. I also agree with you that children need to develop a confident to try out ideas and exercise their imaginations to solve problems.
Finally, the child created a bus model by using different materials. During the making process, the child developed her fine motor skill and eye-hand coordination skill, like she used fingers to control glue gun properly. In this way, “children gain increasing motor and manipulative control and skill in using tools and materials safely” (Ministry of Education, 1996, p.98).
Kia Ora, Caroline!
ReplyDeleteI liked your practice with the child. You used a range of teaching strategies like suggesting, scaffolding and encouraging. These are very useful tools in teaching technologies for children. May I please add that using a hot glue gun also gives the children the idea of how electrical technology can heat things up and not touching the hot tip to protect own safety both help children to develop their working theories to make sense of the world (Ministry of Education, 1996).
You mentioned a very interesting point about 'children distinguish between the real and the imagined worlds, which give children opportunities to express their experience on a symbolic form (Talay-Ongan & Ap, 2005)'. It is also a handy bridge to connect centre life and things in the wider world (Ministry of Education, 1996, p.56).
References:
Ministry of Education. (1996). Te Whāriki: He Whāriki matauranga mo nga mokopuna a Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Talay-Ongan, A., & Ap, E. A. (Eds). (2005). Child Development and Teaching Young Children. Southbank, Victoria, Australia: Thompson Social Science Press.
You used scaffolding teaching strategy in this experience of using a glue-gun with children. You also encouraged children to develop their technological skills. In fact, children learn to use a glue gun. It’s challenge for children to do by themselves. But I think you did very in this exploration. I found you recorded very carefully about this experience. As a teacher, you assist with children’s creation. You gave more opportunities for them to explore, rather than help them instead. It’s a good chance for children to practice their problem-solving skill.
ReplyDeleteThrough the glue gun art exploration, children enhance the self-confidence of using small electronic machines. Children learn to use the glue-stick. Children found that when the plastic stick got warm, it will melt. Children experience the feeling of different materials. And they learnt a physical knowledge, that the plastic will melt become liquor when it gets hot. It’s good on your encouragement, children developed good c-ordination and motor skills as well.