Let’s Explore with Carpentry
Young
children love the idea of handling
the
real tools during the toddler phase.
It is
the best time to give them an idea of what
tool
is used for the respective purpose.
I
found a few boys at the carpentry table
busy with hammers, small nails, glue, and
lots of
different sizes of wood.
As I approached the table, child A insisted that he wanted to make a
car. “That’s sounds like fun”, I said. Let’s see, I wonder what we need to
build one. Child A said, “This is big wood that we can use” as he picked up a
chunky size wood. Suddenly the rest of the boys at the table all wanted to
build a car and started following child A. They were also joined by a few girls
who showed interest in building their own choice of things. I picked up a small piece of wood to offer a
child who also wanted to build one just like his dad’s car. Child A was quick
in response to say that the piece I had chosen is too small. “You need a big
piece of wood so that people can sit inside it”, he said. “Good thinking A”, I
said. Let’s see what else do you need? “Wheels”, a child said. So they decided
to choose the milk bottle caps to use as wheels. Child A said, “These are round
just like the tyres on my dad’s red car”.
I observed lots of interactive conversations around the table as the
children related their activity to their home talking about the colours of
their parent’s car and how they got to school and so on. I mediated the
strategy of scaffolding with children which are stated in Arthur, beecher,
Death, Dockett and Farmer, (2005), that educators can interact with children to
guide their learning. My conversation with the children and their problem
solving skills amongst their peers showed a crucial role of an adult
interacting with children. This is mentioned in Berk (2001, p. 74) which states
that, “through dialogues with children, adults play a formative role in the
development of children’s self-conceptions, sensitivity to others, cognition,
academic knowledge, morality, social skills, and capacity to use language to
gain control over thought and behaviour”.
The carpentry offers a few technological tools of suitable sizes to
children such as hammer, nails, saw, glue and much more. As the children were
exploring the tools and wood with confidence, trial and error, they were
showing cooperation, independence, persistence and craftsmanship. Although the carpentry can be a challenging
area for some children but if we maintain, supervise and provide children with
all the technology available to use, this gives them an opportunity to discover
many things. This is children’s perception of themselves as “explorers” –
competent, confident learners who ask questions and make discoveries Ministry
of Education, (1996). Children are likely to be exposed to construction work in
some context later in their lives. According to Huber, L. K. (November 1999),
providing the non digital and real tools allows children to practice various
skills while developing their creativity and imagination.
Regardless of reasons for the lack of woodworking and all the
technological tools in centres for young children, it remains one of the most
liked and most potentially educational. With the tools used in carpentry, such
as measuring tape, hammer, glue, children can easily construct sturdy, three dimensional
creations which can actually be used in extending play in other areas. Using
tools in carpentry gives children to build what they are interested in and in
doing so practice and develop a wide range of skills, The New Zealand
Curriculum, (2007). Woodworking may be a challenging play centre to add to an
early childhood classroom, however, children develop self-esteem, social
skills, creativity, and physical abilities that may not be encouraged
elsewhere. For more information see the Ministry of Education, (2009), link:
Another useful link
REFERENCES
Arthur, L., Beecher, B., Death, E., Dockett,
S., & Farmer, S. (2008). Programming and planning in early childhood
settings (4th ed.). Victoria: Thompson.
Berk, L. (2001). Development through the
lifespan (3rded.). Boston,
Ma: Allyn and Bacon and Pearson Education.
Huber, L. K. (November 1999). Woodworking with
young children: You can do it. Young Children, 54 (6), 32-34
Ministry of Education. (1996). Te Whāriki:
He whāriki mātauranga mo nga mokopuna
o Aotearoa .Wellington, New Zealand: Learning
Media.
Ministry of
Education.(2007). The New Zealand curriculum. New Zealand: Learning Media.
Wow Shareen nice example of non digital technology. Carpentry table is one of the favorite areas of the boys. I miss the carpentry table in my centre, because we don't have one. I also appreciate the way you were enhancing children's interest through your interaction and questioning technique. Educators can enhance children's learning and can give them opportunity to think by asking open ended questions (MacNaughton & William, 2008). Yes through carpentry table children can show their creativity and imagination skills. Te Whariki states that children find different ways to be creative and expressive (Ministry of Education, 1996). Children's motor skills and hand eye coordination develop when they use hammer and nail, fix the tyros etc. "Wood is familiar to most children as water or earth. it is part of their heritage and it is natural for them to use" (Somerset, 2007, p. 81). When children explore the carpentry table and tools they already have specific goals or plan what they want to make and they carry the plan through the achievement (Somerset, 2007). The role of the adult is very important in carpentry area. As educators we need to make sure that there is overcrowding at the bench. The bench is away from the quiet corners. It is also important that we check the tools after every session (Somerset, 2007). I believe that the centres who don't have carpentry area are missing the great learning experiences. During my practicum’s I always observed that when children play at carpentry bench they take their tasks very seriously and finish their projects confidently. Shareen you also described that children can use carpentry tools in many different areas. When children use many materials for different purposes enables them to identify that different technologies may be used in different places and settings (Ministry of Education, 1996).
ReplyDeleteKa pai Shareen. You have really opened a window to a different type of technology altogether. In any normal circumstance, nobody would say that carpentry is a form of technology. And yes teachers need to be proactive in their encounters with children. This was very evident in your interactions with the children as you scaffolded and guided them to be successful in their experiences (Santrock, 2010). Carpentry table is a very popular resource for older children in my centre. However I really miss those teachable moments at the carpentry table since we do not have such provision in the toddlers' area. Woodworking can provide children with opportunities to be creative and expressive (Ministry of Education, 1996). It helps children to plan and make choices about what they want to make. Working with not only enables children to create something unique but develops a range of skills in children. These include hand-eye coordination, appreciating others' views and feelings, working with and alongside others, develop the concept of turn taking and sharing and communication skills. Children also develop their math and language skills.The role of adults are very important in such experiences so that children can achieve the best out of such woodworking experiences. Moreover, using the carpentry tools enable children to see that materials can be used in a wide range of contexts and for different purposes (Ministry of Education, 1996). The New Zealand curriculum really defines the benefits of woodworking and carpentry in early childhood settings.The following article really explains the benefits of woodworking.
ReplyDeletehttps://www.google.co.nz/search?q=importance+of+woodworking+in+preschools&rlz=1C1NOOH_enNZ525NZ527&aq=f&oq=importance+of+woodworking+in+preschools&aqs=chrome.0.57.25323j0&sourceid=chrome&ie=UTF-8
Ka pai shareen good reflection of non-digital technology about carpentry. Carpentry table is very important and busy area for the children. It was good to read through your reflection where you have enhancing children’s interest and asked open ended question. “through dialogues and question with children, adults play a formative role in the development of children’s self-conceptions, cognition, academic knowledge, morality, social skills, and capacity to use language to gain control over thought and behaviour” (Berk, 2001, p. 74). Educators can develop children's learning and development to give them opportunity to think in depth by using questioning teaching strategies (MacNaughton & William, 2008). In my centre we have carpentry table I observed children always busy in that area to build something or some times when I asked them question ‘what you making’ ‘he said I am building my cat house’. When children use nail and hammer it develops their fine motor skills and hand eye co-ordination. “Children work with others and assist them, appreciating different physical and fitness needs and abilities (Ministry of Education, 1996, p.96). I personally believe that children would love to explore more using this non- digital technology in carpentry area. In your reflection you also used really good quotes which describe the importance of using carpentry table in early childhood centre. Well done.
ReplyDeleteWell done Shareen! I love to see how enthusiastic toddlers are. They are full of energy and are keen to make explorations and new discoveries. I have noticed that toddlers do not have opportunity to play much in the carpentry areas due to safety precautions but it will delightful to see them involved in their areas of interest. It was good to see you using strategies to support their engagement with different tools. I think scaffolding is important where toddlers need the extra help to get started with the complicated tools such as tape measures, hammers, hand drills and more (MacNaughton & Williams, 2008). Children learn essential skills such as hand-eye coordination, control over their bodies, manipulative skills and muscular strengths. Working along their peers, they enhance communication skills, become socially competent, share ideas with peers developing their cognition, learn mathematics and scientific concepts such as sizes, shapes, balance, forces and more and they become extensively creative (Ministry of Education, 2007). Children create the ideas in their minds and work along to produce the product (Somerset, 2000). To assist children getting through their plans, educators should work alongside the children to help them achieve their goals. Educators can support children’s learning in various ways such as by supervising, allowing children to use their initiatives and ideas to experiment with materials, provide help if needed, show children how to use the tools correctly and help them in problem solving through open-ended questions (Ministry of Education, 2007).
ReplyDeleteThere is more useful information about tools, accessories and teaching strategies that I want to share on
http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry.aspx