(Post3)Popping corn for afternoon tea

21/4/2011

Today I brought my popcorn maker to the centre so that the children can have popcorn for afternoon tea.  At the centre we usually cook popcorn in the microwave.  In the afternoon, I prepared the table for the children to observe the popcorn maker. I noticed there was a girl J who was 4 years of age and a boy T who was 4 years of age writing at our literacy table.  I asked them if they would like to watch me cook some popcorn using the popcorn maker, they replied “yes” and placed the paper and pencils away on the shelf. So I asked J and T where I shall put the popcorn, J said “in the cup”. 

They were happy and excited as they followed me to the table.  I asked J and T to call the other children from outside to come in and observe.  When they returned with some children I asked them, if they would like to watch the popcorn maker generate.  The children reacted with excitement and prepared for it.

I turned the switch on the popcorn maker and we all waited for it to heat up.  It was a great experience for both teachers and children as the teachers there had not seen a popcorn maker too.

 It took a couple of minutes for the popcorn to work, during this time I explained to the children that when the popcorn heats, it would come out and pouring into the bowl.  When the corn started popping B (3.3 years of age) was jumping up and down shouting “Oooh, there it is! Popcorn! ” The other children were excited with him, they watched in amazement. Some chanted “popcorn, popcorn”. R (a boy who is 3 years of age) touched the popcorn maker but I told him not to touch it as it is warm.  

 W, (4.5 year old boy) asked me “who made that?” as he pointed to the popcorn maker. I replied to him saying “I don’t know”. Then W asked “where did that come from?” pointing at the corn in the bag. (This was related to Te Whariki , “confidence in using a variety of strategies for exploring and making sense of the world , such as asking questions” (Ministry Of Education, 1996, p. 88)). I explained to him that it was corn and was found in shops and in peoples gardens.  Some of the popcorn fell out of the bowl and onto the table; the children held the popcorn in their hands and then ate it.  They seemed excited to be able to see popcorn being made in front of them.  Some corn that was not a success was leftover on the table, T asked if he could eat it, I told him that it did not taste very nice for it is just a seed.  T put it in his mouth and tasted it, it is okay for them to explore it themselves by tasting as stated in Exploration, “the confidence ...to explore actively with all the senses,” (Ministry of Education, 1996, p.88)   . So I was glad that he did try it himself instead of me telling him not to.

As the bowl filled with popcorn, I obtained some in separate cups. There were about 12 children watching. One of the parents arrived to pick up her son so I obtained a cup for her to take home. It was great to see that they were interested in tasting the popcorn at home as well.

We were then ready for afternoon tea! Children had to eat fruit first and then have their popcorn with water to drink.

This was a great experience bringing in the popcorn maker for afternoon tea for both the teachers and the children.  I did not know that the teachers have had no experience about popcorn makers. So everybody enjoyed it!

 Technology is a purposeful activity aimed at meeting needs and opportunities through the development of products (Smorti, 1999, p.5).

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

Ministry of Education. (1996). Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.

Posts 2-How do you use tongs?

How do you use tongs?

21.4.11

Today at afternoon tea time the children were using tongs to pick up their cut fruit pieces. There are eight children seated at each table.   As a child picks a fruit he or she then passes the plate to the child next to him or her and then places the tongs on top of the plate. I noticed some of the children are still learning how to control the tongs as the tongs can be a difficult task.

"D" is a 4 year old boy who had just started a few weeks ago and is still learning how to use the tongs. I observed “D” him for a little while he picked up the tongs from the table and held it in his right hand. He then tried to squeeze the tongs together and when it would not press together.  He looked at the end of the tongs and pushed down the metal piece with his other hand.  This is a small metal piece used to hold the tongs together.

When “D” was unable to pick up the fruit he tried once again.  I prompted him saying “That’s it D keep trying” and as D picked up the tongs, he tried to squeeze the handle but the tongs would not squeeze together.  He then looked at the end of the tongs and lifted the tongs so as the part that opened pointed towards the ceiling.  When the metal piece was released, then “D” squeezed the tongs together and was able to pick up the fruit. Great work ”D” you were determined to master using the tongs and you were patient too.

D was learning to pick up the fruit as in Te Whariki, Exploration as stated “Children are encouraged to use trial and error to find solutions to their problems and to use previous experience as a basis for trying out alternative strategies” (Ministry of Education, 1996, p.89).  

It is important for children to have self help skills as related self-help skills in eating is encouraged (Ministry of Education, 1996, p.49). Our centre has purchased several tongs for children so that they are able to serve themselves using the tongs.  This way they become more independent and value themselves as capable and competent learners.

Technology is a learning experience for children and the children experience different opportunities.

We will continue using tongs for our children to develop self help skills and be able to use the tongs more freely.

Next time we could let our children serve themselves from their platters.  During lunchtime when the children eat their meals such as fish pie, spaghetti and sausages. Also the children could pour their own water.

References

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

E is mowing the lawn

“E” is one of our children that start in the afternoon. He is 2.4 years of age and of Samoan heritage. “E” is bilingual and is developing in language. 

This afternoon I noticed that E was looking for something to do. Showing him the lawn mower I said to him “E, would you like to have a go at mowing the lawn?”.  “E” was excited about playing with the lawn mower. He then turned to me and nodded, saying ''yeah... lawn mower'', then he reached out his hand and I offered it to him.

He started pushing it towards the grass area and as he walked on the grass, he stopped near the middle where there was a sand box storage."E was aware that he had to stop pushing the lawn mower to avoid hitting the box.  I said to "E" "Great thinking "E" you stopped at the box so you will not hit it?".  "E" turned and smiled as he acknowledged me. E then continued walking towards the fence, “E” knew he had to stop at the fence ahead of him in order not to hit it, and turned the lawn mower towards the other side of the fence. E realised that instead of walking straight into an object he would have to turn to avoid it. I said to him “Excellent work, E”. After doing so, he pushed the lawn mower towards the concrete and headed towards the garage door. Stopping in front of the garage door, he turned around still holding onto the lawn mower, holding the handle with one hand he turned and walked backwards as mentioned "Toddlers need opportunities for independent exploration and movement (Ministry of Education, 1996, p.5).   He looked up at me, smiling as he says “look at me!” and I answered “wow, good job “E” your mowing the lawn ?". 

Surprisingly I noticed his stance was real confident. As I observed him I wondered how he knew what to do in this part of mowing the lawns, I guess that he might have had experience of watching his father mow his own home lawns.  According to Te Whariki in order for our children to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills, (Smorti, 1999, p.5). 

Next time I will offer him more transportation objects where “E” could experience more learning resources through this.

References
Smorti, S. (1999) Technology in Early childhood. Early Education, No.19 Autumn 1999
Ministry of Education. (1996). Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.