Making smoothies

Smoothie making

On Wednesday I was in the kitchen and noticed that we had some left over ingredients to make a smoothie. I asked a few children if they would like to help me, a few children turned into about a dozen with them rushing over to the table to help. In Te Whariki, through the strand contribution, “Children experience an environment where they are encouraged to learn with and alongside others” (Ministry of Education, 1996, p. 70). I spread out the ingredients on the table and each child contributed to making the smoothie. Children are able to contribute to the adult world and this gives them great satisfaction and also builds their self-confidence (Tomlin, 2008). We had discussions about what we were using and what it might taste like. We also talked about how the smoothie maker works. Such as how it needs to be plugged in and it mixes all the ingredients together to make a smooth mixture. Ministry of Education (2007) say that through technology children are able to develop “an understanding of material properties, uses, and development is essential to understanding how and why products work the way they do” (p. 32). Once we had finished we turned on the maker, some children blocked their ears as they were watching. It was now the best part, the taste testing! Each child had a cup and tasted the smoothie, we then had another discussion about what it tasted like. I think this activity went well, although there were a lot of children that wanted to be involved. Maybe next time I could get two makers so children don’t have to wait for their turn as long as they did. I would also make sure I am more prepared with the ingredients and use some other ingredients, because we have a child with allergies and he couldn’t join in.   I agree with, Story county (2004) they state that “Children with dietary restrictions should not be excluded from participating, but should instead be provided with an acceptable alternative” (para. 6).   I would like to allow the children to make more decisions for themselves when cooking and do as much of the work as possible, as cooking encourages creativity (Tomlin, 2008).
At my centre we try to give children opportunities where they are able to help cook. Sometimes they help make sandwiches, make muffins, make smoothies, or help out when we have special occasions. For example a stir fry for Chinese New Year’s. We try to be culturally inclusive and explore with the children cooking and eating different types of food from different cultures (Terreni & McCallum, n.d.). The children really enjoy helping out and especially love the taste testing at the end. Cooking is a purposeful activity and children are able to use their knowledge about problem solving and processes. They are developing their physical skills and fine motor skills by using the spoons and language skills by having various discussions (Smorti, 1999). Through this experience we had many discussions about what was going on. Children were able to develop their ability to listen attentively and respond appropriately (Ministry of Education, 1996).
I believe that cooking and learning about cooking appliances help children’s learning and development. “Cooking activities in the early childhood curriculum promote the social/emotional, physical, cognitive, and language development of a child” (Story county, 2004, para. 1).  Although we do some cooking in my centre, I would like to provide even more experiences for them where they are able to contribute to cooking and learn about different appliances that we use.  

The girl in these pictures is my daughter as she was joining in in the process.

Reference list

 

Early childhood development. (n.d.). Providing culturally competent care in early childhood services in New Zealand, Part 1: Considering culture. Retrieved from http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/oldECE/consideringculture1.pdf

Kinder Nature. (2004). Cooking experiences in early childhood. Story County, Iowa Conservation Board. Retrieved from http://kindernature.storycounty.com/display.aspx?DocID=2005418120

Ministry of Education. (1996). Te Whariki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.

Tomlin, C. (2008). Cool cooking for kids. Early childhood news: Excelligence Learning Corporation. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=541

 

Carpentry

Today I noticed M busy at the carpentry table. She was very focused with what she was doing and showed a lot of concentration skills. I watched as she used a variety of tools to create something. She was cutting wood with a saw, using the hammer and nails, using the hot glue gun and painting her product. “When children are provided with enough materials, technical assistance, and limits, they can experiment as they wish” (Huber, 2008, p. 1). I had a discussion with M and she told me she had made an aeroplane and was now making a TV, then a couch. She was very determined and persevered to get this done. I stood back and watched how she carefully chose her materials that she wanted to use. She went to get something from the art area and when she came back a boy had taken her piece of wood she was using to make the TV. She explained to him that she was using that and helped get him another one similar. The bell went for mat time and she placed her products on the drying rack and went off to mat time.

This was a great learning opportunity for M. She was gaining increasing control over her body through muscular strength, manipulative skills and hand-eye coordination (Ministry of Education, 2009). She showed a lot of concentration and perseverance skills, as she expressed her creativity in a three dimensional way. Technology is a creative activity that meets the needs and opportunities through the development of products and environments (Smorti, 1999). I could see that she was very confident when using the tools and knew how to use them correctly. M showed creativity skills as she used a range of materials and knew exactly what she wanted to create. Ministry of Education (1996) states that “using many materials for different purposes enable children to recognise that different technologies may be used in various places and settings” (p. 95). M also developed her social and communication skills by overcoming a problem she had come across with a boy. This will also be seen in carpentry when children work together to create something.

At our centre we often set up the carpentry table for children, it is set up in a position where it is supervised by teachers. There are always children creating awesome products and we have a range of tools for them to use. I thought this was dangerous at first, but as I spent time watching children with the tools I now know that they know how to use them in a safe way. Technology is about using practical resources to develop products. Quality outcomes result from creative and critical thinking (Ministry of Education, 2007). I think the three year olds know how to use a saw better than me! We do have rules at the carpentry table, such as wearing shoes, which the children are aware of. It is important to have a safe setting so that children are not afraid to take risks or explore new ideas (Fleer and Jane, 2011). I feel that we should make the carpentry table more available for children to use as they develop a lot of skills and are able to explore freely with creating products that they want to create. Through the goal exploration children develop knowledge that exploring with materials and ideas can be a creative and enjoyable approach to learning (Ministry of Education, 1996).

 








Above is M using different materials to create her TV.

To the right is her aeroplane.

Reference list

 

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

 

Huber, L. (2008). Wood working in my classroom? You bet! Excelligence Learning Corporation. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=181

 

Ministry of Education. (1996). Te Whariki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

 

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

 

Ministry of Education. (2009). ECE lead: Carpentry. Retrieved from http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry.aspx

 

Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.

 

Computers

We have two computers in our centre which are on nearly every day and are available for the children to use. I personally haven’t explored the programs on these computers, but I have had a discussion with our manager and found out that they are appropriate and safe for the children. I believe that programs on the computer that promote creative thought are appropriate for all children. We also let children go on the computers in the office if they are available, and if they are with a teacher. This is usually for typing, printing photos, looking something up and for the use of Skype.

Lately, I have noticed the same group of children at the computers. They sit there and laugh, communicate with each other and really concentrate with what they are doing. I have noticed that not all children are interested in using the computers, but a lot of children do come and go from them, particularly in groups. After observing these children on the computers I have seen that they work together to participate in a range of activities. In Te Whariki, technology links in with the goal well-being because children build their self -confidence by solving practical problems (Ministry of Education, 1996). I think that it is great seeing children interact with others while on the computers because some of those children are quiet and don’t normally participate in a group. By interacting with others they are exploring a range of strategies such as: taking turns, problem solving, negotiating, communicating and supporting others (Ministry of Education, 1996). The children are able to explore, think and have control with what they are doing when working on computers. Thinking is about using creative processes to make sense of information and experiences. “Students who are competent thinkers and problem solvers actively seek, use, and create knowledge (Ministry of Education, 2007, p. 12). I believe that computers are a learning process for everyone and children and adults extend their learning on them constantly. “Well-prepared teachers, who recognize the power and limitations of technology, are needed now more than ever” (Tsantic, Bewick & Thouvenelle, 2003, p. 8).

At first, I thought that the computers shouldn’t be on every day and children didn’t need to be on them as much as they were. I also thought that children didn’t really know how to use computers effectively and they just ‘clicked’ away at nothing. After starting this course and observing children on them, I believe that computers play an awesome role in our centre and children really benefit by having access to them. I would like to sit down and have a look at the software that is on the computer that the children are using, so I can work alongside them when appropriate. Isenberg and Jalongo (2010) say that it is important for adults who work with children and computers to be able to use the software that facilitates children’s creative expression so we can facilitate their learning with computers. It is another way for children to learn and make sense of their world. I believe that in my centre computers are used in developmentally appropriate ways and are beneficial for the children. “Technology can support and extend learning in valuable ways and can increase educational opportunities for children” (Scoter, Ellis & Railsback, 2001, p. 25).

 

 

 

 

Reference list

 

Isenberg, J. P., & Jalongo, M. R. (2010). Creative thinking and arts- based learning: Preschool through fourth grade (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Ministry of Education. (1996). Te Whariki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

 

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

 

Scoter, J., Ellis, D., & Railsback, J. (2001). Technology in Early Childhood Education: Finding the balance. Oregon: Northwest Regional Educational Laboratory. Retrieved from http://www.netc.org/earlyconnections/byrequest.pdf

 

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.