ecethoughts

[ecethoughts]

Professional Examination

I believe that this chapter is not only important for those who are studying/have interest within the field of human development, but it is also crucial for nearly everyone to understand. In a day and age where nearly everybody (on a global scale) utilizes some sort of social media, I believe that understanding our own psyche is vital, especially when it comes to something as detrimental as social media; many of us are not aware of its influence on our own minds and behaviour, as well as how it essentially feeds on our basic biological needs. If we’re aware of the inimical effect that social media has on us, we may just be able to better control it and use social media for its more conspicuous role – a form of communication which helps us easily connect with others.

I have always viewed social media as something that could potentially have harmful effects on one’s mental health (specifically body image & self-esteem), but I had never sought out to understand the complexity of the negative effects which social media usage has upon its users until reading this chapter, and the effects are much worse than I thought. In order to view the effects of social media through a human-developmental lens, Greenfield often brings up developmental theories that typically take place during one’s childhood and have life-lasting effects on individuals, and ultimately connects those “child” developmental theories to why/how certain individuals use social media (e.g. as a form of escapism, approval, appreciation, etc.).

For example, Greenfield (2015) discusses the well-known theory of attachment, and Mary Ainsworth’s “strange situation” (click the link if you are unfamiliar with the attachment theory/"the strange situation"!). After discussing the attachment styles found within the experiment depending on how each baby would react upon their mother’s arrival/departure, Greenfield then uses the same logic with adults and their attachment styles and uses social media in lieu of a parental figure. Secure and avoidant individuals are less likely to use social media due to early experiences (people who experienced secure attachment are “comfortable with intimacy” therefore making them more comfortable with real-life relationships, and others who experienced avoidant attachments are more likely to be socially isolated – virtually and in real life) (Greenfield, 2015, p. 252). People who experienced anxious/ambivalent attachments, however, are more likely to use social networking sites such as Facebook because they “fear rejection and will engage in behaviours that they believe will strengthen their relationships” (Greenfield, 2015, p. 252). Anxious-attached individuals are more likely to use Facebook when they are upset, and are more worried about how others perceive their online persona, most likely due to the fact that they are making up “for those maladaptive early experiences” (Greenfield, 2015, p. 252).

As an early childhood educator, it is engraved within the brain that our early experiences ultimately build the foundation for who we become as individuals once we gain a sense of independency. However, it is insane how these early experiences, specifically negative ones, seem to impact our usage of social media. Greenfield (2015) states that when it comes to social media usage, “adults are like babies too” in terms of how developmental patterns from our childhoods frame how we use social media, specifically as a coping mechanism (p. 252).

If there’s one big take-away from Greenfield’s chapter, it is that many of us, due to many personal factors within our lives (including some universal factors such as basic biological needs), turn to social media as a form of escapism which only leads to making whichever internal struggle which was occurring in the first place only worsen. Social media usage, while fun, informal, and seemingly harmless at times, can be detrimental to one’s mental health, specifically if the effects are viewed through a human-developmental lens. The research which Greenfield discusses within her chapter, which combine human-developmental theories to social media usage, are highly interesting and explain why we use social media in the ways that we do. There definitely is something about social media. Its alluring, addictive, and enticing nature is seemingly a monster that feeds on our biological needs and negative life experiences; then it leads us to believe that we will feel better through its usage, when in fact it’s most likely making things worse. Users beware!

References

Greenfield, Susan. “The Something about Social Networking.” Mind Change: How Digital Technologies Are Leaving Their Mark on Our Brains, Random House, 2015, pp. 249–258.

LearnMyTest. (2018, May 21). Attachment Theory Explained! [Video]. YouTube. https://www.youtube.com/watch?v=c7-ieoYsPQ4&t=372s

[ecethoughts]

Description

Research regarding social networking and the effects of its usage amongst users is constantly emerging and evolving; some in favour of its usage, others on the opposing side, and finally – but not limiting to -- those who seek to understand the psychology behind the usage of social networking. Why have we, as a society, become so comfortable with sharing personal information about ourselves online where virtually (no pun intended) anyone can see? Why do many individuals feel more comfortable interacting with others virtually than they would in person? Why are social networking apps, such as Facebook, deemed as the “superior forms of communication” (Greenfield, 2015, p. 251)? Through the use of data/findings found within psychological/human development-based research conducted thus far in this ever-so evolving and complex field of study, author Susan Greenfield attempts to discover the enticement which social networking has entranced the majority of us with within her 2015 book chapter titled “The Something About Social Networking”. Greenfield utilizes multiple classic psychological theories, such as John Bowlby’s theory of attachment and theories regarding self-disclosure/rewards, which are heavily based around human biological needs in order to make connections to society’s compulsive use of social networking, and seeks to understand the appeal behind social networking itself (Greenfield, 2015). As someone who uses social media apps on a daily basis (i.e. the one which you are currently on to read my post), it was interesting to see the complex nature of human psychology being connected to something that has covertly taken over our lives. Is the addictive behaviour behind the usage of social networking really that serious? Greenfield proves that it very much is!

Summary

Social networking sites hold a “colossal impact […] on our way of life” in the sense of our connectedness to others (Greenfield, 2015, p. 249). While some people – mainly the people who are behind creating such platforms such as Mark Zuckerburg, founder of Facebook – believe that social networking is a positive way to “transform society for the future” as it can ultimately alleviate the state of loneliness due to the accessibility of being connected to anyone and everyone, the majority of researchers believe that an excessive usage of social media can be detrimental to one’s mental health (Greenfield, 2015, p. 250). Greenfield (2015) compares social networking usage to junk food, as they are both “harmless in moderation, but deleterious when you overindulge” (p. 257).

However, psychology-based research, which Greenfield discusses within her chapter, has proven that social networking usage is not so black or white. Instead, it is a complex process which triggers multiple biological needs within humans which, if not balanced, can possibly cause detrimental effects. For example, according to evolutionary/biological studies, loneliness or social-isolation has proven to have a direct impact on one’s physical health (e.g. lower levels of oxytocin which can lead to cardiovascular disease, weaker immune system, strokes etc.) but social networking has created an opportunity for people to have a cyber-simulation of human contact; indicating that it can possibly combat the negative state of loneliness (Greenfield, 2015). However, this notion is only true when applied to a certain form of social network usage.

Active users of social media (e.g. messaging friends or commenting on their posts) are less likely to feel a sense of loneliness than those who passively use social media (viewing other people’s posts, but not engaging); that being said, passive users of social media (who are more likely to feel lonely) are more attached to their social media apps and tend to have more online friends than active users do. This proves that social media can entrap one to fall into the vicious cycle of attempting to combat loneliness by using it as a form of escapism, which then leads to feeling even lonelier (Greenfield, 2015).

Furthermore, humans have a “craving for self-disclosure” which can be viewed as a “very basic part of the human-psyche” meaning that sharing personal information about ourselves and receiving positive feedback from others “activates the rewards systems in the brain the same way that food and sex do” (Greenfield, 2015, p. 253). This, in turn, dangerously causes us to become entranced by the usage of social media, and encourages us to share more about our personal lives online. It is also easier for us to receive positive attention, approval, and feedback online rather than in person, as we have the power to create picture-perfect versions of ourselves by sharing only the more positive aspects of our lives, and being able to have more control over our words (in face-to-face scenarios we can stutter, immediately regret what we just said, become awkward etc.), ultimately making our active online presence/sharing feed more into our craving of self-disclosure (Greenfield, 2015). I would assume that having a perfect cyber life can only make one feel even worse about their reality so, again, this is another vicious cycle where one can easily get stuck within.

Besides the obvious concern of privacy becoming almost non-existent online due to the craving of self-disclosure, the concern of the effects of sharing personal information online on one’s mental health is increasing as well. Overall, social networking has its positives and its negatives and the psychology behind social networking usage itself stems from basic human biological needs. Feeding into these needs, such as self-disclosure and combating loneliness, can be healthy up to a certain point however, our cravings seem to most likely lead us into dangerous cycles which are more detrimental to our health than to begin with, rather than resolving the problem at all.

References

Greenfield, Susan. “The Something about Social Networking.” Mind Change: How Digital Technologies Are Leaving Their Mark on Our Brains, Random House, 2015, pp. 249–258.

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Since entering the ECE program, my goal has always been to become a kindergarten teacher. I was fortunate enough to have my final placement in a kindergarten room during my last semester of college; the experience in itself allowed me to apply the knowledge and theories that I had learned in college which discussed child development as well as the overall idea of pedagogy. Under the guidance of amazing educators who instantly welcomed me as a co-educator within the classroom, I was able to reflect on multiple teaching scenarios which I had lead (i.e. what did I like about that teaching/learning moment? Or what could I have done better?) which in turn assisted me with forming my basic philosophy of education and my pedagogical beliefs. One solid notion and fact (which was consistently re-enforced throughout the ECE program) that I have carried throughout my experience within the field of child care is that early experiences, either negative or positive, heavily affect the outcome of one’s holistic development. When it comes to children, I believe the most optimal experiences are those that are extremely hands-on, interest-based, and mainly child-led. These 3 components allow children to have maximized interest in the experiences which they are engaging within (specifically educational experiences) which, in turn, assist with building on their holistic skills and dispositions. When children are interested and engaged, there is a learning experience that automatically takes place.

One activity which I had implemented amongst the kindergarten children was a photo scavenger hunt. Many of the children were heavily interested in “finding” games, and I took that observation as an inspiration for a big outdoor/indoor scavenger hunt (i.e. turning their interests into learning). I sat down with the children and began to brainstorm a list of things that they thought would be good to find (e.g. a stick, a bird, a rock, a blue shoe etc.). Each child brought so many different ideas and fresh perspectives on what to put on the list. Due to the fact that the children had ultimately created the list themselves, they were practically jumping around the room in excitement, as they could not wait to start (i.e. child-led). Each child was a part of a group of 3, and each group took a tablet from the tablet cart which the school had provided. The activity in itself was so much fun for the children; they were all so determined to find each item on the list, and were also strategizing different ways to achieve “first place” and “find the coolest items”. The conversations sparking between the members of each group were so enlightening, as they lead to inquiries, personal stories, problem-solving etc. 

These, in my opinion, are all indicators of a rich-learning experience. The most shocking part about the activity for me, however, was the discussion that had taken place immediately after all the kids had completed the scavenger hunt. Due to the fact that they took pictures of each item, the children were able to reflect on the different versions of each item that each group found. The bird, for example, sparked a very interesting inquiry-based conversation, which lead to an extended learning experience from the scavenger hunt itself. A conversation which involved the fascinating colours of one bird lead to a child asking what kind of bird it was. I took that as an opportunity to further enhance the learning experience by focusing on this new inquiry. I asked the child “I’m not sure! Why don’t we use the tablet to find out?”. Instantly, every group began working together by googling “common Canadian birds” (which I had told them to type). Scrolling through google images and other websites allowed the children to ultimately discover the species of the bird, which then lead them to learn what the bird eats, how much it sleeps, where it likes to build its nest etc. This process had then lead the class to find a new interest within birds.

I often wonder if the experience would have been the same, had we not had the tablets. After all, the photos of each item allowed children to reflect back on what they saw, and share their findings with their classmates. The use of the tablets also allowed the children to enhance the learning that stemmed from their inquiries and interests (e.g. using google to find a specific species of birds, and following up on research about them). Though I do not believe that technology should be a child’s primary form of learning (most of their learning experiences should take place in the real world with others, as no form of technology can fully replace reputable human relationships and meaningful conversations), I do believe that technology is an amazing tool to scaffold and enhance children’s learning, as well as a tool that is useful for educators as well (e.g. with documentation, scheduling, activity ideas, enhancing and updating new knowledge in regards to the field of ECE, online workshops etc.). Seeing how the prevalence of technology is increasing not only in our everyday lives but also within the classroom, I feel that it is crucial for educators to deeply understand how to properly implement and utilize technology within their ECEC environments in a way that is beneficial for both, the children and themselves (they can use the TPACK model, SAMR model, or the “evaluating educational software” guideline article which I discussed in my previous digital portfolio entry!).

It took me a while to understand how beneficial technology can be for children, as I was always presented with the negative notions surrounding it and did not bother engaging in any further researching. In fact, when I used the tablets for the activity which I had mentioned earlier, I did not even realize how technology had transformed and enhanced the entire learning experience for children, and my pre-conceived negative notions about technology were still present. Through taking an ICT course within my program and an immense amount of research, I have changed my pedagogical outlook on technological implementation within the classroom as I have come to realize why it’s usage is not only inevitable, but also extremely beneficial if used correctly (my research also lessened my nerves on how to implement technology seamlessly and how to go about choosing which tech tools optimize learning experiences, rather than diminishing them). This is why it is crucial for educators to consistently reflect on their personal values, beliefs, and philosophies of education as research is currently evolving in the field of education and child care, meaning that we have to evolve our views as well. 

[ecethoughts]

As technology is consistently and rapidly evolving, it is naturally becoming more and more embedded within every aspect of our lives; so it is no surprise that it is now becoming more integrated within educational settings more than ever before. Educational software, such as educational games, are now being utilized as tools to further enhance children’s learning experiences. Due to the fact that there are most likely thousands of potential educational software to choose from (one becoming more outdated than the next!), it is difficult to know which would best be suited to optimize children’s learning experiences. Goyne et al., (2000) released an article which highlights specific guidelines for educators whilst they evaluate potential educational software. I will be using the same guidelines to evaluate an educational game which I am familiar with, “Monster Mansion Alphabet Match”, and conclude whether this game falls under certain guidelines or not.

Briefly describe what the educational game is and what it does

“Monster Mansion Alphabet Match” is a game where its users must match letter sounds or letter words to the word beginning with that letter sound/word (e.g. matching the letter “A” or the sound “A” with the word “Apple”). The monsters who are holding the letters and the words are within the windows of the mansion (there are 6 windows, 3 of which show monsters holding letters, and the other 3 are holding the words). Children get to initially choose whether they want to play in “memory mode” or “show me” mode. “Memory Mode” hides the monsters behind window shutters, so the children have to memorize which monster is hidden where whilst also trying to match the correct 2 together. “Show Me” mode has the monsters out in the open, so it is a tad less challenging than memory mode. The users also get to choose whether they want “letter words” or “letter sounds”. “Letter sounds” mode has the automated voice sound out the letters when the children click on a monster who is holding a letter (e.g. when a child clicks the monster who is holding the letter “E”, the automated voice will make an “eh” sound). “Letter words” mode has the automated voice pronounce the actual letter (e.g. when a child clicks the monster who is holding the letter “F”, the automated voice will say F). When children match a pair correctly, the monsters make an aggravated sound, and have the window shut on them. Children get to move up levels as they match the 3 pairs up correctly, each level adding an additional pair as they move forward.

(Show Mode) ^

Why did you pick this particular educational game to review?

I picked “Monster Mansion Alphabet Match” to review as it was a game which my younger cousins always used to play, amongst many others on ABCya.com. I thought that this would be the perfect opportunity to critically review this game through the use of the “Practical guidelines for evaluating educational software” article, and see whether it does serve a good educational purpose for young children. I remember thinking that this particular game was engaging and “cute”, however, I felt as though it felt a little closed-ended. The article which I mentioned above gave a fair amount of insight on how educators can go about evaluating educational software, such as computer games, and it made me realize that this game may not be as closed-ended as I had once thought, as it does fit within many of the guidelines which the article highlights. I realized that there are multiple factors to consider when evaluating education software (which will definitely be extremely helpful to me when I become an official educator!) and I will be further breaking those factors down within this post.

What do you think are the best features of the software for the childcare profession?

Much like many of the games on ABCya.com, Monster Mansion Alphabet Match provides its users with a multi-sensory approach through using vivid graphics, animation, and sound which really assist with bringing the concepts of the game to life. The multi-sensory approach is said to “promote information storage and retrieval […], foster motivation […] and accommodates students with diverse learning styles and preferences” (Goyne et al., 2000). The promoting information storage and retrieval aspect of the multi-sensory approach particularly applies to this game as children must retrieve what they already know about letters, their sounds, and words beginning with those sounds, as well as storing new information about letters which they have just learned. “Memory mode” also requires the usage of memory retrieval, and the differing bright colours of the monsters may make it easier for children to do so. The multi-sensory approach also falls under the category of the game having high-quality technical components. According to Goyne et al., (2000) high quality technical components within educational software include easy navigation, clear and engaging graphics, colour “used in a manner that enhances visual appeal without creating a cluttered or confusing effect” (e.g. this game has the 2 matching monsters be the same colour; makes the game not only visually appealing, but also serves a purpose), and sound being used in a purposeful manner (e.g. the automated voice pronouncing the letters, letter sounds, or words only when a monster is clicked on, as well as having differing sounds which the monster make when a child either gets a match correct or incorrect), all of which are components which this game does in fact include. The game also provides its users with a form of positive reinforcement (i.e. the windows closing on the monsters once they’ve made a match) which fosters motivation, and has each level provide more and more matches as one progresses through the game, meaning that the level of difficulty progresses in an appropriate manner which provides its users with a healthy challenge (Goyne et al., 2000). Monster Mansion Alphabet Match, or any game on ABCya.com for that matter, is a free application which is accessible through the use of internet meaning that it is easily accessible for children, especially those within schools as most schools have access to the internet. Educators or parents do not have to pay a high price for this quality game/software which enhances children’s learning. Overall, this particular game does fall under many of the guidelines that are outlined by the authors above which automatically makes it an acceptable form of software to provide the children with within an early childhood setting. Though there are some limitations, which will be discussed next, it does enhance the children’s learning in a specific category of learning (i.e. the alphabet, letter recognition, letter sounds, spelling etc.).

What do you think are some of the limitations of the software?

Though this educational game is useful for a very specific set of skills for children (i.e. recognizing letters and letter sounds), there are some limitations within the software. One of the guidelines for evaluating educational software which is outlined by Goyne et al., (2000) is whether the software is interactive or not, especially in regards to choice. Though children do get some choice within this game (e.g. whether they want memory/show me mode, or letter sounds/letter words mode), the overall level of choice is very limited. The level of interactivity within Monster Mansion Alphabet Match falls on the lower end of the range, as their choices are read out to them when they click certain buttons however, there isn’t much choice on what to click. The low availability of choice and control within this game is due to a lack of hypermedia. Hypermedia “refers to the various media forms accessible via computer […] combined with the ability to link these bits of information nonlinearly” (Goyne et al., 2000). Since there really are no forms of hypermedia, such as external videos, graphics, text, or links to other websites which further enhance the learning experience within the game, it makes the information received from the game appear in a more linear fashion (i.e. closed-ended) rather than non-linear.  The game also lacks real-world authenticity. Though the concept of the game is very engaging, studies have shown that “students are very interested in, and therefore motivated by authentic learning activities”, meaning that they are more engaged by software that mimic real world situations (Goyne et al., 2000). Of course, monster mansions do not depict real life scenarios (though it is a fun concept for children!). Authenticity within educational software also sprouts from the amount of hypermedia included within the software which, as previously mentioned, this specific game lacks. Hypermedia also includes the ability of social interaction (e.g. shared thinking) within the software, which this game does not provide for its users. Overall, Monster Mansion Alphabet Match does include some limitations within its software, which may lessen how open-ended the learning experiences which it provides children with are, which leads to only very specific sets of skills being built upon, rather than a vast amount of skills and dispositions.

What tips/recommendations would you give for a childcare professional who wishes to use the software?

I would probably recommend the entire website (ABCya.com) as a useful tool to enhance children’s learning within the classroom, rather than just the game “Monster Mansion Alphabet Match”, as I feel as though the website has a variety of interactive games and story-books which all touch on very specific set of skills. If children were to use the entire website as a tool, rather than just the one game, they would have a better chance of truly enhancing their holistic skills and development. However, if an educator wanted to solely use this specific game within the classroom, I would recommend perhaps figuring out when the most optimal time is to use this particular game (e.g. perhaps if children are within the unit of learning alphabet sounds, this game would be a great way to enhance and reinforce the ideas which they are learning, as well as their recognition skills). According to Goyne et al., (2000) it is important for software to be consistent with the curriculum, as the software is there as a secondary tool for the educator to use to enhance/reinforce the ideas which they are teaching to the children within their care. Therefore, aligning the usage of particular software with what the children are currently learning is ideal. I would also advice that the educator grows comfortable with knowing how to navigate around the software (specifically if they are using the entire website), as the children will feel more comfortable within using the software if they feel as though they are being supported throughout the experience from external interactions as well.

References

Goyne, J. S., McDonough, S. K., & Padgett, D. D. (2000). Practical guidelines for evaluating educational software. The Clearing House, 73(6), 345-348. Retrieved from https://search-proquestcom.library.sheridanc.on.ca/docview/196888945/fulltext/90C326713C56407BPQ/1?accountid=3455.

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in the past, i had to prepare for several exams by self-studying for long hours at home, so over the years i’ve learned the best ways to adapt to this situation, which i now present in this little infographic. i hope it can ease some of the pressure! 💜

studygram

[ecethoughts]

Let’s Discuss: Does The Canadian Childcare System Need to do Better for Children Living in Poverty?

After conducting some research regarding the child care systems within different countries, I couldn't help but make many broad comparisons to the childcare systems which we see within Canada (the comparisons being in favour of the differing countries, unfortunately). Since many countries, including Canada, recognize UNICEF's "rights of the child" act and implement the notions within it into their child care systems, they all tend to reflect the same values, beliefs, and notions about children and childcare within their frameworks and policies (i.e. high quality childcare, which includes highly trained and passionate staff, leads to children building on/developing crucial skills and dispositions which will assist them with future success, meaning that high quality childcare is a right for every child). That being said, countries such as Denmark or Sweden tend to convey these notions, values, and beliefs not only through their frameworks or policies, but through their childcare systems in a much more obvious manner than Canada does. For example, both Canada and Sweden recognize that all children have the right to quality childcare, and that children living in poverty are more susceptible to having their educational performances and sense of self worth negatively affected however, Sweden truly depicts these notions and beliefs through their highly subsidized child care systems (on average, it costs parent 7.5 pounds a day, or 225 pounds a month to send their children to a child care centre) whereas Canada acknowledges these beliefs through its frameworks (i.e. ELECT or How Does Learning Happen?) but lacks exemplifying these beliefs through their actual childcare system (in Ontario, parents pay roughly $1125 per month to send an infant/toddler to a childcare centre, and their subsidy programs do not cover a sufficient amount).

Many countries are also beginning to recognize the importance of women and their contributions to the economy, and how child care directly allows for higher levels of contribution. However, in Canada, it seems as though many mothers are working just to put their children in childcare centres due to the high expenses (i.e. the monthly cost) which are accompanied by child care.

I do believe that Canada needs to begin to implement universal childcare, as I believe that every child deserves quality childcare despite their socio-economic status (high quality childcare, in turn, will assist these children in the future which will also directly assist the economy) and that parents/guardians deserve to work to provide themselves with a sustainable income without having to worry about who will take of their children and how they will go about it. Reading about other countries' subsidy programs and the direct level of equality that naturally sprouts through them makes me feel slightly embarrassed by the lack of importance which the Canadian government is putting towards children in poverty, and their access to quality childcare. It is one thing to say that you believe in something, but another to actually show it.

[ecethoughts]

A blog which I have been keeping up with since receiving the outline of my technology assignment is EarlyChildhoodTeacher.org/blog. Not only is this website convenient for educators and ECE students specifically within the U.S.A. who are searching for jobs within the field or to further their educational experience, it is also convenient for all of us worldwide, as it features and posts helpful guides and tools, such as lesson plans, units, advice for parents/educators/ECE students within multiple aspects (i.e. how to home-school efficiently due to COVID-19, what a day in the life of a pre-school teacher may look like and advice on how to deal with the tougher parts of the day, which educational path students may want to look into, strategies to assist children with their writing, etc.). One posting on their blog which caught my eye was the one which is titled “ECE Technology: 10 Trending Tools for Teachers”.

What was the article about?

This article begins by stating the fact that “kids are crazy for technology”, which is we all know is very well true (Reinen, 2020). This then leads the author to discuss how every element which sparks the natural curiosity within children, such as the very enticing digital technology, should be supported through their educators in a meaningful way which will ultimately benefit their holistic skills, development, and health. The author addresses the fact that utilizing technology as a helpful tool within the classroom is often an intimidating concept for educators, as it is difficult to find a good balance between using technology strictly to enhance children’s experiences within the classroom, as well as going overboard with it where it no longer benefits the children. However, the author then further discusses how it is crucial for educators to integrate technology within their programs and allow the children within their care to be exposed to and utilize current technology as it “only reinforces key technical skills children need to thrive in the 21st century, but it also increases student engagement and enhances learning” (Reinen, 2020). The author then lists 10 helpful technological tools which educators can use to enhance the learning within their programs (i.e. interactive websites, apps, whiteboards, digital story telling etc.). 

How does the article connect to scholarship on technology and learning?

This article connects to the scholarship of technology and learning as it assists educators on setting aside the fear of introducing technological use within the classroom, and in turn assists with finding effective tools which will help them seamlessly integrate technology into the children’s learning and everyday programs in order to further enhance their learning. According to a different journal article which discusses the benefits of integrating technology within the classroom curriculum, many educators are “aware that technology is an effective means for widening educational opportunities yet most teachers neither use technology as instructional delivery system nor integrate technology into their curriculum” most likely due to the fact that there is a level of fear involved with integrating technology within a curriculum, as previously mentioned, as there may not be many effective guidelines on how to do so which may lead to an overuse, as the initial article discusses (Keengwe & Onchwari, 2009). The first article makes a solid point when outlining the fact that exposing children to technology is not only beneficial to them as members of 21st century, indicating that learning responsible use of technology within a classroom setting will assist them with utilizing technology within the future, but it is also beneficial towards their current skills, development, and process of learning. Keengwe & Onchwari (2009) discuss a study which compared 3-4-year-old students who used computers within their classrooms and students who did not; the students who used the computers “with supporting activities had significantly greater gains in verbal and nonverbal skills, problem solving, abstraction, and conceptual skills”. The effective technological tools which Reinen’s article lists ultimately guides educators in the crucial process of integrating technology within the curriculum in an effective, responsible, and beneficial way for children which, in turn, will assist them with building on/developing skills and dispositions that assist them with future success.

In what way is the article valuable to you as an ECE professional?

This article is valuable to me as an ECE professional in numerous ways. The first would be the knowledge and insight which I have gained in regards to the positive relationship between integrating technology within the classroom and children’s holistic development. I have always been skeptical of using technology within the classroom, specifically with younger children. Though I understood partial benefits (e.g. documentation apps, apps which help with specific areas of growth such as math or literacy, or calming tools which may help children who are sensitive to light/noise or who have a disability), I never believed that it should be something that is fully integrated within the curriculum as I feared that it would not provide children with the most optimal level of learning, knowledge, or experiences, and would rather provide them with unnecessary screen-time. This article made me better understand that technology is more of a sidekick for the educator, rather than an educator on its own. It also made me reflect on the fact that the usage of technology is inevitable, and it is upon us caregivers to guide children on how to use it responsibly. The 10 tech tools which the author had listed made me register and reflect upon a few experiences which I had when I worked within the field. One would be that I have used a few of the tech tools myself when I had worked at the daycare, which then helped me remember how insightful the experience of using those tools were for the children and their learning experiences (i.e. digital story telling). The list also made me realize that, again, the tools assisted me when it came to building positive experiences for the children, as they enhanced the experience which I was trying to provide. I also learned about many new tech tools which I now realize would be fantastic to use within future classroom lessons/experiences. Overall, this article changed my outlook and opinions on integrating technology within the curriculum. I now realize the benefits that specific tech tools have not only for myself as the educator, but also for supporting and promoting healthy holistic/skills development for the children.  

In what way does it connect to your pedagogy and philosophy of ECE?

A huge part of my philosophy and pedagogy of ECE revolves around the fact that children’s learning occurs through their open-ended play (which is something that is majorly stressed within every course of the ECE program, as well as within official Canadian government documents which are specifically created for the field of ECEC such as the “ELECT” or “How Does Learning Happen?”) as well as through the intricate process of them embarking on their natural curiosities by exploring their environments which leads to meaningful conversations, inquiries, and ultimately, new/built-on knowledge or skills. In other words, inquiry-based learning. The tech tools listed within the article can assist children with their inquiry-based learning or play, as their sole purpose is to enhance children’s learning experiences by providing them with solutions, open-ended questions, answers to any questions they may have etc. I believe that my sole purpose as an educator is to create an inclusive and warm environment(s) (i.e. the physical, temporal, or emotional environments) for every child within my care in order to make every one of them feel comfortable enough to be able to explore their enriching environment through play and inquiry-based learning which. I also believe that it is important for an educator to view themselves as co-learners within the classroom, rather than as an authoritative figure. We all learn from each other within a classroom, and using certain technological tools such as documentation apps, online videos, or interactive websites can help further enrich the ideas which we are learning from each other. In a way, the tech tools become a co-educator/leaner as well. Overall, I over the time that I have been enrolled within this technology course, and through this article I have come to realize the importance of integrating technology within the classroom curriculum, especially within the 21st century, and how technology ultimately serves to enhancing my basic pedagogy and philosophies of early childhood education.

References Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37, 209-218. doi:10.1007/s10643-009-0341-0

Reinen, B. K. (2020). ECE Technology: 10 Trending Tools for Teachers. Retrieved from https://www.earlychildhoodteacher.org/blog/ece-technology-10-trending-tools-for-teachers/

[ecethoughts]

A friendly reminder that sometimes it may take multiple paths, tries, or efforts in order to reach our goals, so do not be discouraged! I accidentally fell into the field of ECE, as I chose it out of pure panic during my final months of high school. I felt as though I was the only person who did not know what they wanted their future to hold. After a very complicated year of decision making which felt very critical at the time, I began my ECE program and loved every second of it! I guess it was a hidden goal which turned out to be a life changing experience, and I wouldn’t change any of it. Life truly is like a maze which we are consistently attempting to navigate through. Sometimes it is nice to stop and smell the roses, and undo our constant worries. We will end up where we’re meant to end up, even if that means feeling as though we are moving in circles or backwards sometimes. Your path may look messy, but appreciate all that you have learned or experienced through it. You’ll get there!

Just breath. 

You’ll be fine :)

[ecethoughts]

Will Robots Take My Job?

I stumbled upon a website which is titled willrobotstakemyjob.com. At first I found the website to be funny, but then it dawned on me that “hey...this is actually very real”. With technology evolving at an ever so rapid pace, and knowing that it will continue to do so as time goes on, should we fear losing our jobs to some form of modern technology? I’m assuming not anywhere in the near future, but I often worry about my great grandchildren (it’s quite silly as I don’t even have children of my own yet).

I often reflect back on the way that technology has replaced numerous traditional everyday things in such an unnoticeable and seamless way, and we all just went along with it. I began my school years utilizing pencils and paper, however, slowly throughout the years we began obtaining access to library computers (limited access as there were only about 5 for the entire school, but we could use them on our own time if we pleased to do so), which then moved to dedicated computer labs, which further evolved into carts filled with laptops, so that everyone within the class gets one, to pretty much everyone owning a laptop or a phone, as it is now viewed as a staple for educational purposes. This seamless transition to utilizing technology as a primary source within our education did make things a lot easier for us (i.e. library databases allow to find what we’re looking for in seconds, being able to type out our school work, being able to communicate with others, specifically in the midst of a pandemic!!), but the thought of it is also scary. How many technological transitions are we going to go through without really taking any notice because certain processes within our lives have become slightly easier? How far is it going to go? Just reflect back to your childhood and the use of technology then vs. the use of it now. 

When I searched “kindergarten teacher” on this website, the chances of robots taking over our job is 15%, meaning that it is highly unlikely and that we have nothing to worry about. I agree with this notion. Sure, technology can most likely teach children what is outlined within a particular curriculum, but I believe teaching goes far beyond structured concepts which must be taught due to a curriculum. Technology simply cannot replace the meaningful, enlightening, and reciprocal relationships, experiences, conversations, inquiries etc. which teachers provide their students with and vice-versa. Teaching is about creating multiple environments which support children’s holistic development and allow them to thrive off of their natural curiosities of the world. I view technology as a great “co-educator”, as it truly can further support children’s inquiries, curiosities, and overall learning. However, it simply cannot provide children with all the crucial, real life experiences and relationships which they need in order to build on their holistic skills and dispositions. 

[ecethoughts]

Let’s Discuss: Diversity Within the Classroom

Diversity is a concept which encourages the normalization and acceptance of the uniqueness of others (e.g. race, religion, sexual orientation, socio-economic status, gender etc.) within any given environment which, in turn, allows for a harmonious, accepting, and inclusive environment if accepted.

 I believe it is common knowledge between educators that one’s childhood (specifically the first 3 years of their lives) is when brain development is at its most crucial and rapid stage. It is the environments which children are within as well as the experiences, both positive and negative, within those environments which ultimately affect a child’s holistic (i.e. cognitive, socio-emotional, physical, etc) development. This also indicates that as children are undergoing the rapid process of holistically developing by exploring and discovering the world around them, they are more susceptible to both positive and negative change within their opinions, values, and beliefs. Though it is possible for us adults to reform our opinions, values, and beliefs, as I believe that learning is something that does not come to a halt as our education finishes, but is rather an on-going process every time we receive new information which ultimately affects our viewpoint of the world and the people within it (of course for children, almost every piece of information which they learn/process is new), we are undoubtedly less susceptible to changing who we are. Analyzing from that perspective, it seems as though it is crucial to normalize, discuss, and display diversity to children from a young age, specifically in a classroom where there are multiple other children who will most likely vary from one another. 

I often ponder upon the notion that people should not “see colour” or the numerous other differences within others as we are all the same. Though I appreciate and understand the message this notion is attempting to convey, I completely disagree. I believe that it is important to see the differences within others such as their race, religion, sexual orientation, ethnicity, gender, socio-economic status etc. as it helps us not only understand and become more tolerable of the fact that people have different ideas, opinions, values, and experiences than us which are influenced by their uniqueness (such as the ones listed above) and that their differences shape who they are as a person, but it also allows us to become more empathetic towards differing groups of people and validates their struggles solely due to their differences. Supporting diversity allows people to understand, appreciate, and celebrate all the different perspectives, ideas, and opinions which different people with differing experiences will bring into an environment. This will naturally instigate not only an inclusive environment where everybody would feel like an appreciated and valued member of that community (the feeling of belonging further encourages higher self-esteem therefore leading to more participation!), but also an extremely harmonious and collaborative environment. This is especially true within a classroom. 

Goethe & Colina (2017) discuss how differing perspectives which are naturally introduced through the diversity within a learning environment vastly “[enrich] the learning environment” as differing perspectives “can bring about more complex thoughts” and varying approaches. For example, I asked the children within one of my placement classrooms to come up with a feeding plan for your class pet. Many children suggested giving it 3 meals a day like they do, which is heavily influenced from western culture, while others suggested to feed it when it “looked hungry”. Some children suggested that we ration the food, and others asked if they had to teach them a prayer before eating. The numerous ideas which flowed through the room displayed they diverse thought processes which each student held, mainly due to their different lifestyles, backgrounds, religions, cultures etc. It also allowed for other students to further question each other’s answers, and learn more about each other. The experience switched from a singular question/singular answer, to a meaningful discussion with bright and innovative ideas. 

IMO, educators should prioritize supporting and normalizing diversity within their classrooms, as it naturally leads to a domino affect of acceptance and collaboration which will assist the children in their care within their future success/dispositions, and will overall shape them to become more open-minded and empathetic. 

The domino affect:

children appreciate and see the beauty within the differences of their peers --> accept differing viewpoints --> feel a sense of belonging and acceptance from their peers which in turn assists in appreciating their own differences rather than feeling alienated --> builds self-confidence which further encourages them to express their thoughts, ideas, and opinions --> collaboration sparks alongside peers with differing views --> complex and varying approaches/solutions ignite through meaningful discussions or play, which further build on their holistic skills/development

This website lays out 7 ways to support diversity within the classroom and I definitely believe it’s worth the read! :) It’s amazing how the little things make such a vast difference!

https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom

References

Goethe, E. V., & Colina, C. M. (2017). Taking advantage of diversity within the classroom. Journal of Chemical Education, 95(2), 189-192. doi:https://doi.org/10.1021/acs.jchemed.7b00510