Early Stage 1 HSIE CCESI: changes in their lives both past and present
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Technology and change in early education

Technology is changing in the classroom. Classroom boards have changed from being black to smart! Using tablet computers and iPads are increasingly being used at school to support young learners, changing how children share their learning and communicate with the world. This video is a great demonstration on how tablet computers and technologies are being used in early stage classrooms to enhance student learning. Through using new technologies children experience a change in their learning and creative processes. The tablet computer is a device that is lightweight and easy for children to handle, giving them greater autonomy over their learning. The intuitive nature of the object, its size and mobility encourage ‘learning by doing’ and make documentation and reflective practices more accessible. Ideas and explanations are easily viewed and shared with others and the learning process becomes both interactive and constructive as suggested by Cobb, Wood and Yackel (1990) (as cited by Bobis, Mulligan & Lowrie).

 

As shown in the video, Mishra and Koehler (2006) believe technologies should be explored in relation to subject matter rather than teaching technology skills in isolation. They argue that technology has recontextualized pedagogy and content knowledge. “Teachers will have to do more than simply learn to use currently available tools; they also will have to learn new techniques and skills as current technologies become obsolete.”

 

In a changing world and changing classroom, technology is becoming more and more a part of many children’s lives. Technology can be used as a discussion point, as a change in their lives, both in the past and present. Students can explore change by using an iPod or digital camera as part of a construction/deconstruction/reconstruction process, or simply to document how a work grows and changes. Discussion should take place where students explain steps and reasoning involved in their process. They should be encouraged to look back on this documentation at a later date and reflect on the concept change in relation to both learning and themselves. The video shares a great idea about manipulating the moon using an iPad app, making it into a three-dimensional model and then taking a photo and manipulating the photo in a drawing app, “thus really moving into new things in new ways”.  Such a project exemplifies change as learning. Using technology in the classroom opens pathways to global networks and classroom exchanges. Classes are increasing sharing and learning via an online presence. Check out this link for more on technology and collaboration in the classroom. http://theglobalclassroomproject.wordpress.com/mentors/

 

Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically (4th Ed.). Pearson Education: Sydney.

 

Mishra, P. & Koehler, M. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 08 (6) pp.1017-1054

 

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VoiceThread and Alison Lester-two great resources

VoiceThread and Alison Lester-two great resources | Early Stage 1 HSIE CCESI: changes in their lives both past and present | Scoop.it

Voice thread is another great multimedia tool that allows children to tell stories and have an online presence. This is a great idea for a lesson plan that engages children in the HSIE content dot point ‘changes in their lives both past and present’ using technology. Check out the digital storybook a kindergarten made using voicethread and check out voicethread it’s free! http://voicethread.com/support/howto/Account_Types/Free/.

 

You don’t have to have Alison Lester visit your classroom to complete the task. It is however best to model from her book When Frank Was Four and throughout HSIE and English children will use other books of hers in their learning and get to know her characters, thus experiencing change and continuity. When Frank Was Four depicts different experiences in children’s lives as they grow and change; from getting a new pet or a new sibling to having your first filing or climbing Uluru, experiences that impact on children in different ways. The book is great in the way that it highlights individual differences and encourages acceptance. Furthermore Jansen and Liddicoat (1998) share that When Frank Was Four generated a great deal of discussion at storytime and “many children had identified with the experiences of the friends in the book”. It would be an idea to then read Ernie dances to the didgeridoo as Ernie moves with his family to the outback Oenpelli Community of Gunbalanya, in Arnhem Land, Northern Territory, for a year. The book again has a cross a disciplinary purpose and keeps the familiarity with the repetitive phrasing of When Frank Was Four but introduces letter writing. http://www.alisonlester.net/

 

Jansen, L & Liddicoat, A. (1998) Lifting Practice: Teachers as Researchers in the Language Classroom. Melbourne: Language Australia.

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Posters to give kindergarten a global perspective

Posters to give kindergarten a global perspective | Early Stage 1 HSIE CCESI: changes in their lives both past and present | Scoop.it

World Vision have a range of school education resources available on their website to help children understand some of the hardships other children face around the world. Topics cover child labour, health, environmental issues, aid and development. The site features an excellent search engine making it easy to find what you are looking for in terms of year level, region, topic, and resource type. Posters make a good discussion point showing a global perspective when teaching kindergarten HSIE. Children can learn the difference between factual and fictitious content and practice making inquiries to develop an awareness of what it might be like to live in another country. They develop a sensitivity to the needs and views of others and find out about culture, religion, language and issues such as poverty. When looking at change in their lives both past and present children will look at a range of posters in order to discuss the experience of children in other countries. The teacher may ask guiding questions about what they see before reading the text and prompted to point out features that act as evidence of the child/children’s experience and lifestyle. Children can then make their own poster about themselves depicting a point of meaningful experience in their life with a caption that further reveals the story.     

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Sesame Street "Things Are Always Changing"

This is a really fun and uplifting song about change. It refers to different sorts of change, feelings associated with change and how feelings can change over time. This video can be used to introduce the topic of change and events in children’s lives and how they feel/felt about them. The topic should start with a discussion where children identify ‘changes’ in the clip such as moving house and changes in nature as well as identifying the message behind the clip and how the main character’s feelings change about his situation. Children can then share their own personal experiences involving change and whether they identify with the main character. Literature may here be looked at, e.g. Sams Bush Journey by Sally Morgan telling the story about how a boy changes his perspective on being in the bush after he spends time in it. The teacher may like to highlight the shared experience of coming to school as a discussion point where children can recall how they felt about the idea of school and whether their feelings have changed.

 

Devall and Cahill (1995) in writing about ‘Addressing Children’s Life Changes in the Early Childhood Curriculum’ suggest that teachers can facilitate children’s emotional expressions and build on understanding through the use of dramatic play and discuss events that effect individuals, the entire class or the community. Children can then devise a play using sock puppets they make in class and act out a story that relates to change such as starting school. Characters that could here be considered include students, parents, teachers, bus driver and principal. Duvall and Cahill (1995) stress that teachers need to work with parents to support all types of change in children’s lives and that teachers should act as a resource to families, referring them to books and helping professionals.   

When covering the topic of change teachers should use literature that looks at events in children’s lives that may help them, e.g. experiences at school, moving areas, new family members and going to the hospital.

 

Devall, L. & Cahill, B. (1995) Addressing Children’s Life Changes in the Early Childhood Curriculum Early Childhood Education Journal, 23 (2) pp 57-62

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Lesson plan using 8ways - an Aboriginal perspective

Lesson plan using 8ways - an Aboriginal perspective | Early Stage 1 HSIE CCESI: changes in their lives both past and present | Scoop.it

8 Aboriginal Ways of Learning is a fantastic framework to use when engaging children in learning and embedding an Aboriginal perspective. In learning about change in their lives both in their past and present, students can look at the 8 ways symbols, specifically story sharing and visualized learning plans or maps to tell their own stories. Children will map their own stories looking at changes in their past and what’s happening now.  In doing this the class will start by having a yarn, forming a circle where students share a story and discuss their experience. The teacher will then introduce and read When Frank Was Four by Alison Lester. Discussion throughout the reading, with reference to their own experience will be encouraged. Taken from the story, children will go outside and play a game where they act out something and the others must guess what they are doing e.g., they must say “when I was two I” and act out crawling, or “last week I played”…. and the others have to guess.  Back in the classroom the teacher will then demonstrate what can be called a ‘life map’ using her own personal experiences. She discusses what she is drawing and annotates with words and numbers. Together the children will come up with a symbol that signifies the school through deconstruction and reconstruction and the drawings students will be linked by the symbol. The students will go to their group tables to create their life maps on very large pieces paper, four students per group. Students will then reflect on their maps and narrate their stories. On their drawing maps students will acknowledge using the 8 ways framework and share their drawings and process digitally with others by uploading them as a class onto the 8 ways wiki website, “using something and then putting something back”.  

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Kindergarten considers their past, present, and future | ES Art Class

As the kindergarteners pursue their year-long unit with Ms. Tasha and Ms. Zoe -- "the idea that personal journeys show the way that people can change and lead to opportunities"

 

Here is a great visual art idea where Kindergarten students at an International school in Japan create three pieces of work representing themselves in their past, present and future- as a baby, kindergartener and grown up. This exercise can be used to illustrate and discuss change in their lives both past and present. Included in the drawings are the clothes that they wear as well as favourite toys and special objects. They may annotate these drawings to explain further detail and any special features in order to develop writing skills with help from the teacher. These portraits are based on their memories, imagination and knowledge of themselves. Students may ask their parents information about themselves for their drawings.  Prior to this activity, students will be required to bring photos of themselves as a baby and/or at different ages as well as objects from home that have been significant to them in their lives.  They will be told that these items will be used at ‘news time’ and as group discussion points. A guided discussion may cover objects, toys, games, past experiences, interests when students were babies as well as now. Further questions include how has your body changed? And how has your thinking changed? Items from home will be used in the missing object game where items are taken away and children must recall the missing objects. Using themselves as subjects, their own prior knowledge and objects that are meaningful to them will help cement learning (Piaget 1963). Students will present and talk about their finished drawings with the class.

 

Literature that may be used with this topic include Peek-a-Boo by Janet and Allen Ahlberg, You’ll Soon Grow Into Them Titch by Pat Hutchins, Now we are Six poem by AA.Milne and The Hungry Caterpillar by Eric Carle. Using literature that involves age and counting could easily be used in conjunction with mathematics. Students could make adding and subtracting number sentences using the brought in objects as well as themselves as items. The group could also try a Peek-a-Boo type of game where eyes are closed or objects are concealed and then taken away.

 

Piaget, J. (1963).The Origins of Intelligence in Children. New York: W. W. Norton & Company.

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