“It’s supposed to be automatic, but
actually you have to push this button.” This quote from John Brunner’s 1968
science fiction novel Stand on Zanzibar
seems to be the perfect introduction to this post.Web quote
At my centre I work with young
toddlers. Given the age of the children, they don’t have many opportunities to
explore digital technology in the setting. However, two objects they do explore
every day are the washing machine and the dryer. Our children are not
interested only in button pushing, though; it is the whole technological
process of washing that entices them. They help to take the cloths and sheets
to the laundry room, put them in or take them out of the washing machine or the
dryer, push the buttons (of course), carry them back to our room and fold them.
I believe that the popularity of these two products lies in the fact that every
child at my centre has got at least one of them at home. Ministry of Education claims
that familiar objects can help children connect their life at home with their
life at the setting (Ministry of Education, 1996). From my own experience I
know that this is true. We have had many positive feedbacks from our whānau
saying that suddenly their children want to help out at home. In my opinion,
these two objects are promoting our children’s achievement of contribution; a
sense that their actions are in the interest of and being valued by the whole
group (Ministry of Education, 1996). Is it any wonder that they want to gain this
feeling in the heart of their family too?
Contribution is not the only
disposition children acquire when helping with the washing. As it is never only
one child engaged in this task, the skills of turn-taking, sharing and
cooperating are greatly exercised. Even though our children love this job, they
had to learn that not always they get to come or push the button. They had to
learn to problem solve and work together when carrying the large washing basket
and they had to learn to share the time and space allocated to this task. They realised
that “by working effectively together, they can come up with new approaches,
ideas, and ways of thinking” (Ministry of Education, 2007, p. 12). In this
case, technology is helping children to achieve important life skills; skills that
they can easily apply to other areas of their exploration and play. I agree
with Shah and Godiyal’s (2009) thought that using technology in meaningful ways
encourages children’s exploration of their expression of communication,
emotions and senses. I am convinced that our practice of involving children in
doing the laundry is giving them ample opportunities for exactly this kind of
expression.
However, it is not only children who learn
during this routine task. I have learnt a lot from and about the children too.
I believe that it was only after one or two visits when the children knew the
whole process. Now they open the draw, prompt me to put the washing powder in,
shut the draw and patiently wait with their finger on the start button until I
turn the knob to the correct programme and then push. This process also
involves looking at the dryer and either shaking head knowingly if it is still
turning while saying "not done” or pushing the basket underneath if it had
stopped. Did I know that children not even two years old can do that? Well no,
I didn’t.
Interacting with
these two pieces of technological equipment and with each other has taught the
children “when to lead, when to follow, and when and how to act independently”
(Ministry of Education, 2007, p. 12).
It has taught me to trust children’s
knowledge and respect their abilities greatly.
References:
Brunner, J. (1999). Stand on Zanzibar. London,
United Kingdom: The Orion Publishing Group.
DIYTrade. (2013). Front loading washing machine [Photo]. Retrieved from http://img.diytrade.com/cdimg/527522/26523879/0/1340680332/Front_loading_washing_machine.jpg
Ministry of Education. (1996). Te Whāriki, he whāriki mātauranga mō ngā
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Ministry of Education, (2007). The New Zealand curriculum: For
English-medium teaching and learning in years 1-13. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents
Shah, A., & Godiyal, S. (2009). ICT in
the early years: Balancing the risks and benefits. E-journal of All India
Association for Educational Research (EJAIAER), 21(2).
Retrieved from http://www.ejournal.aiaer.net/ARCHIVES2009.htm
Iveta, your example of children learning about technology in the centre is wonderful and apt for the age group. While I have experienced this situation with both my daughter and grandsons, I hadn’t made the connection to it being a good learning experience in a centre environment. Do they help with sorting out the washing into colours, such as whites and coloured items? Doing this sorting helps them understand that whites should be washed by themselves because if a coloured item, say a pink or red item, was placed in with the whites the colour could run.
ReplyDeleteAnother way of extending their learning could be to get them to help fold the washing up, particularly tea towels and face cloths as they are small enough for young toddlers to handle. Helping with tasks such as this, at their age, helps develop their attention span and maintain their concentration as well as knowing they are involved with others (Ministry of Education, 1996). Are the washing machine and dryer front loaded? If so, the children would be able to see the items being washed and dried which is always exciting at that age.
I concur with your link to the curriculum about the children learning when to lead, when to follow, when and how to act independently (Ministry of Education, 2007, p. 12). You have also displayed these disciplines professionally with the children. Doing laundry with my son provided excellent opportunities of learning for us both. My son follows my lead by example, from wanting to scoop the powder into the machine to buying tokens to operate the dryer. He gained the competence to practice the washing and dryer processes independently. He asked if we can peg some clothes on the line like our neighbours. A great idea! He wanted to make his own clothes line so he could peg and unpeg his clothes to and from his basket. It is about “acknowledging that each child has the right to active and equitable participation in the community” (Ministry of Education, 1996, p. 64).He shared that he likes the dryer because he likes feeling the warmth from the clothes and towels when he folds them. But he prefers his clothes drying outside on the line. Because my son has learning opportunities in his community, he understands that there is more than one to dry clothes. “Collaboration …plays a central role” to growing up as part of a community (Ministry of Education, 1996, p. 64). I do my very best not to overpower his learning, especially when he is sharing his ideas and constructing answers. Learning is not limited to age because it is knowledge that connects us all.
ReplyDeleteFor my last teaching practice I did my first placement working with the under 2 year olds. As my children are all adults I had forgotten just how competent and capable this age group is when they are given opportunities to be involved in the daily routines of their centre. I think it is great that you give the children this opportunity of being involved with the washing as I know that sometimes centre life can be so busy that it is quicker and easier to do the housekeeping ourselves.
ReplyDeleteIsn’t it great though, that those everyday technological tools can inspire engaged learning. Elkonin (2005, as cited in Fleer & Jane, 2011) suggests that “when children are not involved in real-life tasks to support the survival of the family unit or the community, they have to pretend to be involved in these activities. Therefore, children begin to role-play ‘cooking’ or ‘being a fire-fighter’. This is why technological games and toys that support role-play became attractive to children” (p. 99). It would be interesting to see if this theory is correct, by giving the children an opportunity to role-play doing the washing, now that they have experienced the real thing.
Hi Iveta,well written reflection on the use of washing machines and dryers at the centre. Reading this made me realise that how much children can learn from these everyday technological tools. At my Kindergarten we don’t have the luxury of having dryer but we do have washing machine, unfortunately in a place not safe for children to go and watch. We do have toy washing machines and dryer in the family play though, where I have seen children role playing and doing laundry, I think it is great that you give children opportunity of being involved with the washing, through experiences like these children will learn when it is alright to follow and when they are able to do things independently on their own (Ministry of Education, 2007). Using objects such as washing machines and dryer at centre allows children to make connections with home settings and they feel comfortable at centre (Ministry of Education, 1996). Children’s helping in everyday tasks like this helps them gain confidence in operating equipment and also welcomes their contribution (Ministry of Education, 1996). This Reflection has enlightened my knowledge about use of technology with toddlers. Ka pai!
ReplyDeleteIveta, I agree with you that sometimes we underestimate a child’s ability, especially when they are so young. I know from my own experience that I have done this, when my children were young I really did not give the opportunity to help with the washing, and having read your blog I feel both I and they missed out on something special, (although they did love to use the vacuum cleaner). The washing machine and dryer seem so ordinary, mundane and ‘invisible’ because they are taken for granted by adults; become objects of fascination and interest to young children. Through their interaction with these machines and each other the children begin to develop an ability to ‘pay attention, maintain concentration and be involved’ (Ministry of Education, 1996, p. 50).
ReplyDeleteTeaching children how to collaborate, co-operate and develop relationships in group situations should begin at a young age (Fleer, & Jane, 2011), as this has impacts on later learning. I have no recommendations to give to further your practice for this blog as I feel that it was an excellent example of teachable moments.