Glue, sellotape, scissors galore………glue gun more!!

Technology is everywhere. “Technology is everything we use around us,” (Fleer & Jane, 2011, p 2). When I think of technology I think of things that are digital, but I have now come to realise that technology comes in many different forms, forms such as glue, sellotape and scissors. Every morning there are experiences on the tables set up where children are able to use glue, sellotape and scissors. There is always a group of children being involved using the scissors to cut and sellotape and glue to stick things onto other materials, learning about “which joining technology to use in the college,” (Smorti, 1999, p 6).  I feel that by providing these every day they are able to experience and experiment with creating something different. Just by providing the essential things and then changing other items daily their imagination changes completely.

I decided to set out the hot glue gun as we don’t have that out on a day to day basis, straight away there was a group that was interested. I could see that all the children wanted to use the glue gun at once, so we sat down and had a discussion on how to use the glue gun properly, and away they went. Sitting with them, I was able to let the children know if they wanted any assistance I was there to help. “Technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products,” (Smorti, 1999, p 5), I feel that this experience meets this statement as it is providing the children with another sort of technological creativity.

I believe that this experience allows the children to learn from each other, once one child has mastered the use of the glue gun, they are able to pass on those skills to another child through scaffolding, where children are able to move from one point to another and then able to do it by themselves (MacNaughton & Williams, 2008).  This in turn builds on their social interaction, problem solving and concept development (Arthur, Beecher, Death, Dockett, Farmer, 2008).

Through this reflection I have come to realise that children should have every opportunity to work with all sorts of technological items, why should only certain things be out at all times? I feel by allowing access to all items, it will be a great way to expand on the children’s creativity which builds on their confidence, “solving practical problems contributes to self-confidence,” (Ministry of Education). It allows them to choose their own materials and ideas and explore them confidently to see where it will take them.

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed.).  Victoria, Australia: CENGAGE Learning

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

               N.S.W: Pearson Australia

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory  and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Images retrieved from google images.