BOOKS
Books are the most important tools in the educational life of a child. Books have been used in so many years from generations to generations as a technical instrument to promote and reframe children’s learning. According to Hamer & Adams (2003), “the ideal time to begin sharing books with children is during infancy, starting as young as six weeks” (p.91). Therefore, children start their learning from story books since they were babies such as bed time stories, bibles stories and comics cartoons. Books can be used in any area of learning.
In cooperatively with children’s learning, books are the best non digital technology tool that parents commonly used in the first two years of their children’s life. Parents found a secure bond of relationship with their children as well as an easily way to communicate with them. Linking to Te Whāriki, it simplest defined that “children gain experience in using communication technologies such as crayon, paintbrushes, pencils, calculators, books and computers” (Ministry of Education, 1996, p. 97). Thoroughly in children’s learning environment, books are the keywords of discovering findings, researching knowledge and language skills through comparing, pretending, sharing and talking through their learning play.
Nevertheless, at mat time, a child will be picked a book to for the group to read. Before reading the story, the teacher at first always asks questions about the different parts of the book to extend and check the children’s memories. Amazement the children notified each parts and it used. During the story, children recognized and realized the pictures were showing in the book. In the contents, some pictures emphasized their characteristics by its colours, interested in the pictures as well as some the colorful contents were seen in the book. 
Children also have drawn their attentions at what they have seen in a book. Then they continued by sharing knowledge with peers when they have free play by explaining to each other about what they just learned from mat time. Smorti (1999) stated that “technology is a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (p. 1). Therefore, some of the children make up their own stories and performed superhero plays in related to their stories. 
In addition, children also used their portfolios as books to store and keep their daily works to share with the teachers, parents, peers and whanau when they visit the centre. Friedman (2005) expressed that “nothing sparks children’s desire to learn more than investigating things they already know and care about” (p. 1). Looking back of what we did earlier this week, it brings up some good ideas of what we might do to extend and initiate their past learning with their comments to refine a continuity chapter of their learning. I helped them to pint out their photos were stored in the computer and laminated, put in a binder folder to make a book. 
In the processing of this activity I noticed some of the children were really interested in collecting of their own photos to make a book of their own. In relation to the New Zealand Curriculum, “students learn how functional modeling is used to evaluate design ideas and how prototyping is used to evaluate the fitness for purpose of systems and products as they are developed” (Ministry of Education, 2007, p. 32). Significantly, an excitement expression sprouts out on the children’s faces as they enjoyed examining each page of their books. I deliberately discovered some interesting moments in the continuity of the children’s learning from one level to the other by using different technologies to manage a successful outcome.
References
Friedman, S. (2005) Social studies in action. Young Children on the Web, November, 2001, 1-9.
Hamer, J., & Adams, P. (2003). The New Zealand early childhood literacy handbook. New Zealand: Dunmore
Ministry of Education. (1996). Te Whāriki: He whaariki matauranga 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, Autumn) Technology in early childhood. Early Education, 19.
Hei Mara, yes using the books as a non-digital technology to develop the children’s relationship with people like siblings and parents is an important aspect that books impacted on the children’s learning. I also believe that children are attached to this bond of relationship when they use the books to read. Good you notice this as well..Ka pai Mara.
ReplyDeleteDiscovering the findings when children read about things in the books is a good technique to promote the children’s abilities to experience research skills. I think later in their learning life children will understand and remember the memories of their findings discovered through the books they have read and study about in their early years of life.
It is also good to read about how children shared and talked about the stories of the books they have read. I think this sharing is taking and connecting them back to their stories that have been telling to their parents or their parents telling stories to them too.
Tino pai Mara..I have comment on all your 3 blogs gal..Good luck…..and don’t work 2 hard..hehe..
Hei Mara, yes using the books as a non-digital technology to develop the children’s relationship with people like siblings and parents is an important aspect that books impacted on the children’s learning. I also believe that children are attached to this bond of relationship when they use the books to read. Good you notice this as well..Ka pai Mara.
ReplyDeleteDiscovering the findings when children read about things in the books is a good technique to promote the children’s abilities to experience research skills. I think later in their learning life children will understand and remember the memories of their findings discovered through the books they have read and study about in their early years of life.
It is also good to read about how children shared and talked about the stories of the books they have read. I think this sharing is taking and connecting them back to their stories that have been telling to their parents or their parents telling stories to them too.
Tino pai Mara..I have comment on all your 3 blogs gal..Good luck…..and don’t work 2 hard..hehe..
sorry re do this coz i forgot to copy ur link 4 Ann.sowi
I have read your blog about the importance of using books as
ReplyDeleteways to implement so many aspects to the children's learning. I agree with you and the literatures that using books are the most important tools in the educational life of a child. Millions of people's learning were inspired and impacted by the using of books.
Books have been used in so many years from generations to generations as a technical instrument to promote and reframe children’s learning. This is great as we all know that books are vital tools which have an impact on children's learning.
Talking on children's leaning, books are useful and powerful
which influencechildren's learning
This is a fantastic challenge to most of us,because sometimes
weignore the importance of books to our real life situation.Wonderful examples of significances of books to technology. We understasnd that we connected closely to our children when we shared stories with them. Great that you were so attentive to the interests of the children and discover the impact of
tecnology to this activity of using books. Tumeke.
Hi! What a great blog, it is so interesting to read all these blogs about non digital technology, I forget how many different types of non digital technology there is in the world! Books are such a great thing to look at, they have been around for so long. They may of got better covers and fancy reviews but the meaning behind them has always stayed the same!
ReplyDeleteChildren can learn so much from books, both from fiction and non fiction, it extends their imagination, it fuels their curiousity and generally extends on interest they have. I feel we take for granted how much books actually provide both for children and adults! I love reading books to children, makes me almost feel like a child again myself! Its fun, exciting and if it is a good book captures children's interest so much! There are so many learning outcomes that can come from books! Like you mentioned the questioning of the book, both the children and the teacher, it creates such great conversations and can often lead to other activities such as art projects or acting out plays. It's great to get children into reading andn looking at books, it such a great skill to have, to be able to read, and feed your imagination and knowledge.
At my centre children love to act out stories that we read at mat time a few favourites are Mrs Wishy Washy and Brown bear, Brown bear. Children also make up their own stories and plays! If you are able to at your centre, encourage children to make up their own stories, insert pictures and acknowledge the children that helped create it. It's something that they can always look at and that you can read at mat time :) Recently at my centre children have a big interest in puppets. Children have actually started to tell a story about the puppets they were using, which lead to exploration of the centre, we took photos around the centre and books were created such as .."one day a spider was in a tree ..." then next to it is a photo of the spider puppet in an actual tree and so it went on from there Children's imaginations run wild!
I find it is all about how you view the book. if you make it fun children become a lot more involved in what they are learning or listening too. reading books with children is a great experience for a chance for one on one or small groups. It allows you to connect with children on a deeper level and gives you an insight into what they are interested in and also perhaps how they learn! Lots of children are visual in the way they learn so books are a great tool in extending this further. Even if they can't read, the images alone tell a story, which then allows the children to think about what they are seeing and put in to words what they think is happening in the story.
Great blog!
Talofa Mara! It is very interesting when reading your blog about using books as non-digital technology tool for learning. Yes of course books are the most important tools in educating a child. Books also have its special value to young children’s learning. It is through the help of books and stories enjoyed with a sympathetic adult, that children start to attend their concepts. This goes along with their language, so that by the time they are ready for school, they can took forward with confidents to formal learning. Books as well provide a comforting sense of stability in a constantly changing world (Somerset, 2000). To be ready to read, a child has to have enjoyed the facts and ideas from books, to have developed the ability to match shapes and see differences, to have learned how to follow directions, and learned to attend and concentrate.
ReplyDeleteTalofa Mara! It is very interesting when reading your blog about using books as non-digital technology tool for learning. Yes of course books are the most important tools in educating a child. Books also have its special value to young children’s learning. It is through the help of books and stories enjoyed with a sympathetic adult, that children start to attend their concepts. This goes along with their language, so that by the time they are ready for school, they can took forward with confidents to formal learning. Books as well provide a comforting sense of stability in a constantly changing world (Somerset, 2000). To be ready to read, a child has to have enjoyed the facts and ideas from books, to have developed the ability to match shapes and see differences, to have learned how to follow directions, and learned to attend and concentrate.
ReplyDeleteGreat blog! Tino pai.