Buttons, buttons everywhere

Buttons, buttons everywhere! Which one shall I push?

K (2year old Girl) is new to the centre. The first thing she spotted was the doll and the pram. As she pushed the pram around the room she watched the other children playing on the play station and the computer. She stopped at the desk and sat on the chair. She picked up the phone and the typed on the laptop that has no batteries. She had a little talk on the phone and tapped away on the computer with her other hand, then hung up the phone. She continued typing with two hands. Then she continued with the pram. This time she stopped at the cash register. She pushed the buttons and opened the cash draw then shut it. K pushed the buttons again and was listening to the small beeps it was making. As she walked passed the older boys playing on the Wii, she stopped to watch the big screen. K noticed that no one was on the computer so she sat on the chair for a turn. This computer is set up for the children. Her mum helped her start the Dora game. K waited for mum to have a turn with the mouse. In her eagerness to have a turn K started playing randomly with the keyboard. Then mum guided her hand back to the mouse and told K to click. Mum said she does have turns on the computer at home, so does have some concept of how the mouse works. Mum helped and guided her to play the game for a short time. Then K continued with the pram walking around the room. She noticed a boy sit at the computer for his turn. She wanted to have a turn again. Mum intercepted her and explained it was the boy’ s turn she made a fuss. I pulled out from the cupboard the learning pad. She played with it briefly – and then found the cash register. She returned to the learning pad, and I changed the option to musical tunes. She focused for another short time then found the pram. Her mother confirmed that she enjoyed pushing buttons at home too.

K was very busy exploring the new environment. Her enjoyment of pushing the pram seem a great way to tour the room to observing where everything was, and ‘making sense of this new environment. (Ministry, 1996) Her intrigue with buttons is her response to having technology all around her in the home and in the community. It is important to integrate the everyday experiences into the centre to enhance their learning. (Ministry, 2005) This became part of her exploration of the new environment.

The cause and effect results gained her attention for longer periods. Sitting at the computer that was functioning, supported with her mother increased the length of her attention The beginning of learning how to use ICT tools for inquiry begins with the frequent use of this replica of common technological items. (Dockett, & Fleer , 2003 p. 167).

K demonstrates the influence of technology has inspired her curiosity for buttons, and even more rewarding when you push a button you get a response. Her role-playing is making sense of her ‘social world’ and her place in it. (Ministry, 1996; Dockett, & Fleer, 2003 p.133).

References:

Dockett, S., & Fleer, M. (2003). Play and pedagogy in early childhood: bending the rules (2nd ed.). Nelson, Australia: Thompson Learning.

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

Ministry of Education, (2005). Foundations for discovery. Wellington, New Zealand: Learning Media.

Ministry of Education (2009). Kei tua o te pae assessment for learning: early childhod exemplers (Vol. 20). Wellington, New Zealand: Learning Media.