Music and Music Players

As an infant and toddler teacher, I feel that music and music players play a substantial part in the child’s everyday life, especially in relation to digital technology. As our current theme in my room is music and movement, we have been concentrating largely on different types of music and the affect that it has on the child’s mood, day or routines.

I had noticed that our sleeping routines had been rather wild lately as the number of under twos has recently increased. I decided that I needed to review the sleeping routines and how I could better manage the situation so that all involved are calm and willing to take their daily nap. I needed to use my problem solving skills (Somerset, 2007) and think of all the different ways I could alleviate the situation. Ministry of Education (1996) state “…solving problems together develops children’s understanding of how technology helps them and others” (p.96).

I discovered that during our music time in the room, we had played some calm, soothing music, which was a recreation of womb-like sounds to recreate a feeling of home or comfort for infants. I had noticed a really great response to this as all were tentatively listening to the music. After this discovery, I then moved the stereo into the sleep room and played the soft music as they lay in their cots and beds. Ministry of Education (1996) states that as teachers we need to ensure that “their emotional well-being is nurtured” (p.46). This reinforces my thinking around how I can discover a way to use digital technology to ensure that the child is happy and feeling safe in their surroundings.

For the older children, I discovered that this worked much more successfully as they were so concentrated on the music, they slowly dosed off to sleep. For the younger children, that this c.d was intended for, they seemed less interested in the music. I feel that this could be because this piece of digital technology needs to be listened to quietly and calmly, where as the younger children were more focused on getting out of there cot and playing over having to go to sleep. This could also be because the older children are a lot more familiar with their sleeping routine and are able to predict when it comes during the day (Ministry of Education, 1996).

I have learnt that this is a fantastic way to ease the sleeping routine and helps to alleviate stress and frustration for the children. Ministry of Education (1993) discusses the importance of recognising the potential of sound and how it can impact a child’s learning. I am now considering what other music I could play with the children to discover what affects it has on themselves, and managing their own feelings (Santrock, 2009) . Maybe playing some of their favourite tunes could also calm them down or help settle them into sleep time. 

References

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga  ngā mokopuna    

         Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning    

         Media.

Ministry of education. (1993).New Zealand Curriculum. Wellington, New Zealand:       

      learning media.

Santrock, J.W. (2009). Lifespan development (12th ed., International). Boston:          

   McGraw- Hill.

Somerset, G (2007). Work and play in the early years. Auckland, New Zealand:  

           The New Zealand Play centre Federation.

Picture References

A Write Writing. Musical notes. Retrieved from http://www.writeawriting.com/copywriting/write-music-press-release/

Free Iphone Wallpapers. Babies sleeping. Retrieved from 

http://freeiphone4wallpapers.com/2010/07/cute-babies-sleeping/

Music Answers. Baby ipod. Retrieved from 

http://www.music-answers.com/do-you-think-playing-a-baby-a-certain-music-genre-changes-their-personal-preference-later-in-life/

Sam Stores. Stereo. Retrieved from

https://www.samstores.com/store.asp?CtgID=196

Comments Posted




Megan:

1. http://meganjaynec.blogspot.co.nz/2012/03/digital-cameras.html?showComment=1332046100924#c5677559864341152572
2. http://meganjaynec.blogspot.co.nz/2012/03/computer.html?showComment=1332227666466#c5054009473255862459
3.http://meganjaynec.blogspot.co.nz/2012/03/water-in-sandpit.html?showComment=1333270558160#c5663368390648134014

Rebecca:

1.http://rebccah.blogspot.co.nz/2012/03/baking-with-non-digital-technology-in.html#comment-form
2. http://rebccah.blogspot.co.nz/2012/03/drawing-activity-passionvine-moths-are.html#comment-form

Ellisha:

1. http://ellishasblog.blogspot.co.nz/2012/03/motorbike-with-infants-and-toddlers.html?showComment=1332227134459#c8712106743175732354
2. http://ellishasblog.blogspot.co.nz/2012/03/exploring-puzzles-with-little-ones.html?showComment=1333272036828#c7761246501606182772

Jessica:

1. http://jessicamblog90.blogspot.co.nz/2012/03/jessicas-blog.html?showComment=1331628063670#c5569222559845079776
2. http://jessicamblog90.blogspot.co.nz/2012/03/making-recycled-paper.html?showComment=1333271105565#c1585655445505820711

Chantel:


1.http://chantellourens.blogspot.co.nz/2012/03/priceless.html?showComment=1332045048899#c607985396586423968
2. http://chantellourens.blogspot.co.nz/2012/03/laptops.html?showComment=1332228062394#c7191343375262760507
3. http://chantellourens.blogspot.co.nz/2012/03/skype.html?showComment=1333271594045#c1869945797816594703

Camera fun with Under Twos

Cameras are a fantastic resource to capture, review and tell stories of past events or activities for years to come. In my centre, we have one camera for the over twos and one camera for the under twos. This way, its not only the over twos that have the opportunity to discover the digital technology that it cameras, but our under twos get equal opportunities as well.

As the digital camera catches their eye, the majority of under twos love to make different faces and pose as the camera is pointed in their direction. One child in particular likes to say “cheese!” when the camera is in his direction and will then often pick up other objects and pretend that they are cameras as well. This child is making connections between the actual camera, and using his imagination to recreate the scene by using other pieces of non digital technology to go through the motions of taking a photo. Ministry of Education (1996) state children should discover “non-verbal ways of expressing and communicating imaginative ideas” (p.74). This reinforces the idea that children are able to use a piece of non digital technology to express their imagination and artistic skill.

After watching this child work with the non digital pieces of technology, I wanted to extend his learning by giving him the opportunity to use the real digital centre camera in a real life situations to provide experience (Ministry of Education, 2007). Once he had received the camera, I observed that he really enjoyed walking around the room looking into the viewing screen as he could see the room moving. This was a fantastic opportunity for the child to further grasp the realisation of digital technology and how, metaphorically, he is able to view his own world through a different looking lens.

I then introduced him to the actual workings of the camera and how we can use push down the button to actually take photos and then review them after on the camera. This child was not actually interested in taking photos, but was more intrigued with the reviewing process. I questioned myself to why this might be and came to the conclusion that he was more focused on seeing pictures of himself and his peers as it is quite a struggle for this 18month old to use his fine motor skills to hold down and concentrate on taking a photo. We always need to incorporate observing and evaluating into our practice as it ultimately benefits the children in the end (Penrose, 2009).

After this discovery with the digital technology, I decided that together, we should focus on the finished product. I was very surprised to learn that the child was more focused in the visual aspect (Somerset, 2007) over playing with a new toy. Each time we looked back on the camera of past photos that had been taken, S became really excited so I thought it would be a great idea to print off the photos and display them around our room for him to constantly review.

I hung the photos on little strings around the room so that the children could individually take a look and discover who was in the photos and what was happening. I believe that I have learnt that this is a great introduction to digital technology with the children as it is not overwhelming, and taking something as simple as this is easy for the child/ren to make sense of (Ministry of Education, 1996). 

References

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga  ngā mokopuna Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of education. (1993). New Zealand Curriculum. Wellington, New Zealand: learning media.

Penrose, P. (2009). Take another look. Christchurch, New Zealand: New Zealand Play Centre Federation.

Somerset, G. (2007). Work and play in the early years. Auckland, New Zealand: The New Zealand Play centre Federation.

Picture References

Art at the heart. Camera Lens. Retrieved from 

http://www.artatheart.co.uk/artatheart/photography/page/2/

Digital Cameras. Camera Screen. Retrieved from 

http://www.camera-news.com/fujidigitalcameras-c-6_19.html

Shutter Stock. Photographs hanging from a rope. Retrieved from http://www.shutterstock.com/pic-87431216/stock-photo-photo-frames-on-a-rope-isolated-on-white.html

Top 10. Digital cameras. Retrieved from 

http://www.top10dir.com/photo-digital-cameras-samples/photo-digital-cameras-7/

Feeding Time

Feeding times with infants and toddlers is a vast non-digital technological experience for all of those involved. The majority of children in my own centre are on formula based meals, as they age this means that they are in the process of increasing solids and minimising formula. During this feeding time, the children are encouraged to use their hands to grasp and hold onto their own bottle as they drink.

I have observed that children who own straight, thin bottles often struggle to grasp it during the complete time they are drinking. Children who own the thick, moulded bottles are able to have their hands in the formed grooves, are able to hold it much easier. 

Long bottle: Left. Moulded bottle: Right.

I had never noticed this difference before as I had previously thought that the thinner bottles would be much easier to grasp with both hands, where as now with the thicker bottles, they are able to use only one hand when they are drinking. This reinforces the idea that technology ensures “capability in solving practical problems contributes to self confidence and well-being” (Ministry of Education, 1996, p.94).

This technological discovery gives children the opportunity to further enhance their hand eye coordination as they have many different physical influences that they are concentrating on during feeding. In early childhood, these are essential skills (Smori, 1999) that are being developed with the aid of technology. The child’s own body stance such as being held, partially lying down or sitting up as they drink all need to be considered as they need to coordinate a position comfortable for them where they are able to hold their own bottle by looking at their stance and which will be easiest for them. In my own personal opinion, thicker bottles are also a great way for children to improve their hand and arm strength in a safe way as the bottles have hand moulds, over the thin bottles, which could possibly put strain onto the child’s arms or hands, as it is not a comfortable fit.

This excellently constructed piece of non-digital technology is a fantastic way for children to understand control and further develop their self-help skills. The children learn that they have the confidence and are competent enough to feed themselves and are able to develop a sense of responsibility as they take control of their feeding times. This form of technology can often be described as “adaptation and innovation are at the heart of technological practice” (Ministry of Education, 1993, p.32). This summarises the art of taking a classic product and adapting it to better suit its audience.

 In my opinion, by encouraging the use of these thicker bottles would be beneficial for children who prefer and are able to hold their own bottles during feeding time. I feel that this would promote cooperative learning (MacNaughton and Williams, 2009) with both children and adults through the use of technology.

References

Baby Growths. (2012). Best bottle for babies. Retrieved from www.baby-growths.com

MacNaughton, G. & Williams, G. (2009). Teaching techniques for young

                                    children. N.S.W, Australia: Pearson Education Australia.

Ministry of Education, (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

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

Smori, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Photo References

Baby Growths. Baby bottle. Retrieved from

www.baby-growths.com

One Mans Blog. Baby hands. Retrieved from

http://onemansblog.com/2008/01/11/the-creepiest-hand-soap-ever/

PVC. Baby with bottle. Retrieved from     

          http://pvcfree.wordpress.com/category/baby-bottles/

                 

The Vree Land Clinic. Long baby bottle. Retrieved from   

       http://thevreelandclinic.wordpress.com/2010/05/11/baby-   

      bottles-and-bpa-you-need-to-know-the-facts/

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