20 August 2012
The blackboard or the whiteboard?
Usually during whariki (mat time) we use a whiteboard to draw or write down the children's ideas or other relevant things that the teachers or children need to remember. Due to the lack of resources within our centre, at the end of whariki time, all of the whiteboard markers are placed out of reach of the children, to prevent them from going missing, being damaged, or from streaks of marker appearing across the walls and floor.
Naturally, if the children see a whiteboard marker within reach, they all run for it and fight over it! There seems to be something that they get from drawing on the big whiteboard as opposed to drawing on paper. Perhaps its being able to step back and see their artwork as big as them, or maybe it might be a case of modelling, as many of them slip into the role of a 'teacher' when they get their hands on a whiteboard marker.
Today while everybody was playing outside, 'G' (four years old) found the whiteboard marker and began drawing on the whiteboard, telling a story and humming as she drew.Careful as not to interrupt her, I tiptoed around and continued to tidy the dining area up from morning tea, taking a sneak peak at the whiteboard when she was unaware. She had filled the whiteboard up with many different shapes, resembling letter formation. Once she had filled the whiteboard, she put the pen down and went outside.
Wondering if she stopped writing because she ran out of space, I moved a container of large chalk pieces, and an old blackboard easel outside, and set it up near the garden. I didn't take long for all of the children to find themselves a piece of chalk, and start drawing on the wood of the garden box. I began drawing some lines on the blackboard, yet none of the children were interested. Perhaps its because they weren't used to the blackboard? Or that the blackboard is never used within our daily routine so they don't find it relevant to them? Or even that the blackboard is a lot smaller that the whiteboard?
I was surprised that the children were avoiding the blackboard, and treating it like the newer piece of technology, one that they weren't very familiar with, and reluctant to use.
Initially, I had given 'G' her space while using the whiteboard marker because I immediately recognised how engaged she was in her writing. Adams and Hamer (2006) states that "when given the appropriate resources, experiences and opportunities, children also develop their self-concept as literate persons" (p. 57). Within our centre, it is very rare to witness a child become so engaged within literacy, or even to have the opportunity to engage in play without being disrupted by other children. It didn't matter whether G's hard work made any sense to anyone else, as it was her play, and her exploration.
The use of the whiteboard marker was also 'G' exploring communication technology, which is embedded within the communication strand within Te Whariki (Ministry of Education, 1996) in which it states "children gain experience in using communication technologies such as crayons, paintbrushes, pencils,calculators, books and computers" (p. 97). Many children are reluctant to pick up or hold a pen or a pencil, so allowing them to play with chalk outside is one way to introduce them to writing basics, such as how to grip a pencil, letter formations on the concrete, writing from left to right and the development of fine motor skills (Adams & Hamer, 2006; Benson, 2004)..
I believe that literacy is absolutely an area that needs to be addressed more within our daily routines, but it is about utilising many different communication technologies to implement a successful approach to literacy within my centre.
Reference List
Adams, P. & Hamer, J. (2006). The New Zealand early childhood literacy handbook: Practical literacy ideas for early childhood centres. North Shore, Auckland: Cengage Learning
Benson, H. (2004). Emergent writing. Retrieved from http://www.pbs.org/teachers/earlychildhood/articles/emergentwriting.html
Ministry of Education. (1996). Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media
Naturally, if the children see a whiteboard marker within reach, they all run for it and fight over it! There seems to be something that they get from drawing on the big whiteboard as opposed to drawing on paper. Perhaps its being able to step back and see their artwork as big as them, or maybe it might be a case of modelling, as many of them slip into the role of a 'teacher' when they get their hands on a whiteboard marker.Today while everybody was playing outside, 'G' (four years old) found the whiteboard marker and began drawing on the whiteboard, telling a story and humming as she drew.Careful as not to interrupt her, I tiptoed around and continued to tidy the dining area up from morning tea, taking a sneak peak at the whiteboard when she was unaware. She had filled the whiteboard up with many different shapes, resembling letter formation. Once she had filled the whiteboard, she put the pen down and went outside.
Wondering if she stopped writing because she ran out of space, I moved a container of large chalk pieces, and an old blackboard easel outside, and set it up near the garden. I didn't take long for all of the children to find themselves a piece of chalk, and start drawing on the wood of the garden box. I began drawing some lines on the blackboard, yet none of the children were interested. Perhaps its because they weren't used to the blackboard? Or that the blackboard is never used within our daily routine so they don't find it relevant to them? Or even that the blackboard is a lot smaller that the whiteboard?
I was surprised that the children were avoiding the blackboard, and treating it like the newer piece of technology, one that they weren't very familiar with, and reluctant to use.
Initially, I had given 'G' her space while using the whiteboard marker because I immediately recognised how engaged she was in her writing. Adams and Hamer (2006) states that "when given the appropriate resources, experiences and opportunities, children also develop their self-concept as literate persons" (p. 57). Within our centre, it is very rare to witness a child become so engaged within literacy, or even to have the opportunity to engage in play without being disrupted by other children. It didn't matter whether G's hard work made any sense to anyone else, as it was her play, and her exploration.
The use of the whiteboard marker was also 'G' exploring communication technology, which is embedded within the communication strand within Te Whariki (Ministry of Education, 1996) in which it states "children gain experience in using communication technologies such as crayons, paintbrushes, pencils,calculators, books and computers" (p. 97). Many children are reluctant to pick up or hold a pen or a pencil, so allowing them to play with chalk outside is one way to introduce them to writing basics, such as how to grip a pencil, letter formations on the concrete, writing from left to right and the development of fine motor skills (Adams & Hamer, 2006; Benson, 2004)..
I believe that literacy is absolutely an area that needs to be addressed more within our daily routines, but it is about utilising many different communication technologies to implement a successful approach to literacy within my centre.
Reference List
Adams, P. & Hamer, J. (2006). The New Zealand early childhood literacy handbook: Practical literacy ideas for early childhood centres. North Shore, Auckland: Cengage Learning
Benson, H. (2004). Emergent writing. Retrieved from http://www.pbs.org/teachers/earlychildhood/articles/emergentwriting.html
Ministry of Education. (1996). Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media
Hi Mel, I like how you have mentioned that while using the whiteboard the children slip into teacher mode, I too have had that experience when the children in my centre find the whiteboard markers. Giving the children the opportunity if even only occasionally to express themselves through art and role modelling can be a humbling experience for the teachers as they can see what the children are missing out on.
ReplyDeleteI liked how you gave the children an opportunity to extend the whiteboard experience with a blackboard, and the questions that you posed yourself as to why they did not use it.
Solitary play is very beneficial for a child to express themselves, more so when they are voicing to themselves what they are doing. The fact that the child was engaged with literacy without interruption shows that you value her and her need to be able to do something without others.
So many people see chalk and whiteboard markers as things to draw or write with, we seldom think of these simple things as technology.
The fact that you have realised that literacy is not a focus within your centre, and that by giving the children the experience of chalk will spark their interest in literacy. To increase this interest maybe you could set up a table with different types of tools that can be used for writing; sticks in paint, mud or sand, leaves, pencils, pens. Then get the children to find things that they think could be used for writing.
Hi Mel it is so nice to read your blog and see that little things matter so much in children’s life. Non digital things like white board marker, a white board or even chalk, matter a lot to little children. I remember when I was little girl I used to run to the black board and write with chalks as soon teacher disappeared out if the classroom. It is sad that due to lack of resources in your centre, children are missing out on their writing skills. Children also miss on their fine motor skills. It was very nice of you to just let children explore for a while and just observed what they did with the white board marker while taking a sneak peak at the whiteboard when the girl was drawing lots of shapes and you were busy tiding up the place. It is interesting to see that she is so talented because in little time she had filled the whiteboard up with many different shapes, resembling letter formation. And on completion she put the pen down and went outside to play.
ReplyDeleteI do believe that children should be given opportunities to develop their literacy skills. According to Mammer & Adams (2006) a range of literacy resources facilitates, encourages and provide opportunities for children to include literacy into their everyday life. Lack of resources effects learning and it is also hard for teachers to promote literacy when there are not enough resources that interest children to participate in literacy learning. I do feel sad about it but what a good blog. So enjoyed reading it.
Thanking you a lot for sharing your Blog
Thank you ladies for your lovely responses.
ReplyDeleteHaving a lack of resources is sad, however the children don't realise that there is a lack of resources and don't feel disadvantaged at all. I think because I have been in other centres, I can see the resources that these children don't have access to- although these tamariki can make do with ANYTHING!! Its so amazing how anything can be turned into a tool for play!
I love your ideas to promote literacy and exploration. Setting up a table with a specific subtle focus on literacy is a good idea. We have many children with additional behavioural needs who need to be shadowed, and for this reason there are some things that we can't have around the children, such as sticks. I know that the teachers would enjoy exploring literacy with the children, but I feel that, through upholding Kaupapa Maori principles within our setting, our approach to curriculum areas such as literacy is done differently from mainstream. Especially because we have children transitioning into Kura Rumaki (total immersion Maori unit).
I would love to see the use of communication technology more, through different mediums such as paint and crayons. With summer quickly approaching, we'll be able to explore some of your suggestions, as well as introducing other forms of non-digital technology to have fun with.
Thanks again for your feedback.