 |
In my centre, children are always interested in
looking at, listening to and reading books. Books play an essential part in the
life of our centre.
The children visit the local library once a week. During the visit, a librarian reads to the children several new books on each visit. Within the centre children show interest in books by sitting in the library corner, retelling the book stories to each other, asking the teachers to read to them and looking through them on their own. My centre tries to keep a library corner full with rich and varied texts. I have noticed that the books with a lot of bright pictures were used by the children the most. According to the Ministry of Education (1996), “children develop the ability to identify and use information from a variety of sources, including using books for reference” (p.88). I think books are a significant technology that is often overlooked in early childhood centres and educators. This could be due to we as a society are so used to books being a part of our everyday lives that we forget they are wonderful pieces of technology.
The children visit the local library once a week. During the visit, a librarian reads to the children several new books on each visit. Within the centre children show interest in books by sitting in the library corner, retelling the book stories to each other, asking the teachers to read to them and looking through them on their own. My centre tries to keep a library corner full with rich and varied texts. I have noticed that the books with a lot of bright pictures were used by the children the most. According to the Ministry of Education (1996), “children develop the ability to identify and use information from a variety of sources, including using books for reference” (p.88). I think books are a significant technology that is often overlooked in early childhood centres and educators. This could be due to we as a society are so used to books being a part of our everyday lives that we forget they are wonderful pieces of technology.
 |
| Oracle Bone Script (Circa 1,200 BCE – 1,050 BCE) |
We
generally consider books to be collections of dusty covers and musty pages. In
fact, books are technological outcomes that fit their purpose almost perfectly.
That purpose is to contain and give access to vast amounts of information
anytime and virtually anywhere for anyone. That means that books are designed
and have evolved overtime (Dempsey, 2007). As stated in Ministry of Education
(2007), “quality outcomes result from thinking and practices that are informed,
critical, and creative” (p.32). Furthermore, books deliver the information in a
variety of formats. The formats can include texts, pictures, paintings,
drawings and charts…etc.
Granted books started from very basic designs, they
were not even books as we know them. They were collections of words that were
pressed into clay tablets, carved or scratched into bone, wood or stone
(Norman, 2012). Ministry of Education points out that, “adaptation and
innovation are at the heart of technological practice” (2007, p.32). Next big
evolution came with the invention of paper. Paper was made out of a myriad of
materials: papyrus, silk, rice and wood…etc. (Fuller, 2002). The
information had to be meticulously hand written and copied. Monks devoted their
whole lives to the duplication of important texts (Jones, 1997). Then the
movable type printing press was invented by Johannes Gutenberg. He truly revolutionised the
manufacture, construction, speed and ownership of books forever. Thus, we still
benefit from Gutenberg’s press though now the presses are automated, immensely
bigger, faster and more complicated (Johannes Gutenberg, 2012).
 |
| Gutenberg, Johannes- in his workshop |
I believe
through the technology known as books educators can help children develop:
- Language acquisition
- Awareness and
promoting of phonics skills
- Imagination
- Vocabulary building
- Helps promote children’s confidence
- Foster a love of reading in the future (Reading Rockets, 2008 and Yopp & Yopp, 2009)
I also
think that the children’s development in learning through this technology can
be accomplished by:
- Being read to
- Browsing
- Reading simple books
on their own (Reading Rockets, 2008 and Yopp & Yopp, 2009)
I feel
that early childhood educators can facilitate this development in learning
through a variety of techniques. They are:
- Demonstrating
- Modelling
- Questioning/Recall
- Reinforcing (MacNaughton & Williams, 2009)
In
my opinion, as a student teacher, I believe that through the technology of
books children learn and
develop language skills. I also
think that this is a most important thing that children can learn from books.
As stated in Ministry of Education (1996), “language is a vital part of
communication. In early childhood, one of the major cultural tasks for children
is to develop competence in and understanding of language’ (p.72). In
addition, “children use language because it gets results, and they developed
their language abilities because language functions to get things, as well as
functioning to get things done” (Campbell, 2000, p.73).
In
conclusion, through technology “children gain experience in using communication
technologies such as crayons, paintbrushes, pencils, calculators, books and
computers” (Ministry of Education, 1996, p.97).
Here is
an interesting video clip I would like to share that shows the evolution of the
book.
(Hukdigital, 2010)
References
Campbell, R. (2000).
Language acquisition development and learning. In R. Campbell & D. Green
(Eds.). Literacies and learners: Current perspectives, (pp. 77-89). NSW: Prentice Hall.
(Eds.). Literacies and learners: Current perspectives, (pp. 77-89). NSW: Prentice Hall.
Dempsey, L. (2007, April 16). Books are technology too. Message posted to
http://orweblog.oclc.org/archives/001324.html
Fuller,
N. (2002). A Brief History Of Paper. Retrieved from http://users.stlcc.edu/nfuller/paper/
Gutenberg,
Johannes: in his workshop. [Photograph]. In Encyclopædia Britannica. Retrieved
from
http://www.britannica.com/EBchecked/media/73186/An-artists-visualization-of-Johannes-
Gutenberg-in-his-workshop-showing
Hukdigital. (2010, September 17). The evolution of
the book [Video file]. Retrieved from
http://www.youtube.com/watch?v=PF9Q3LcOAQ8
Image 1. Books. Google images.
Retrieved from http://www.google.co.nz/imgres?
num=10&hl=en&safe=off&biw=1037&bih=601&tbm=isch&tbnid=6POhx7Li7bQXYM:
&imgrefurl=http://www.suehorwoodpubltd.com/category/books/&docid=S9gyVVzh2nfBM&
imgurl=http://www.suehorwoodpubltd.com/wpcontent/uploads/2012/06/Books.jpg&w=311&
h=362&ei=VLcwUMO1LKLeigeKv4GwCg&zoom=1&iact=hc&vpx=249&vpy=156&
amp;dur=21135&hovh=242&hovw=208&tx=135&ty=137&sig=110660818834632523345&
amp;page=1&tbnh=124&tbnw=106&start=0&ndsp=19&ved=1t:429,r:1,s:0,i:154
&imgrefurl=http://www.suehorwoodpubltd.com/category/books/&docid=S9gyVVzh2nfBM&
imgurl=http://www.suehorwoodpubltd.com/wpcontent/uploads/2012/06/Books.jpg&w=311&
h=362&ei=VLcwUMO1LKLeigeKv4GwCg&zoom=1&iact=hc&vpx=249&vpy=156&
amp;dur=21135&hovh=242&hovw=208&tx=135&ty=137&sig=110660818834632523345&
amp;page=1&tbnh=124&tbnw=106&start=0&ndsp=19&ved=1t:429,r:1,s:0,i:154
Image 2. Boy on pile of books. Google
images. Retrieved
http://www.google.co.nz/imgres?start=284&num=10&hl=en&safe=off&biw=1037
&bih=601&addh=36&tbm=isch&tbnid=_9msB0l0vOunQM:&imgrefurl=http://libraries.
waimakariri.govt.nz/children.aspx&docid=xeBMRWPrng11QM&imgurl=http://libraries.waimakariri.
govt.nz/Libraries/Site_Images/boy_on_pile_of_books.sflb.ashx&w=448&h=336&
ei=eLowULHGEOSSiAeNICQCw&zoom=1&iact=hc&vpx=467&vpy=4&
dur=28&hovh=194&hovw=259&tx=163&ty=76&sig=110660818834632523345&
page=14&tbnh=135&tbnw=180&ndsp=23&ved=1t:429,r:20,s:284,i:69
&bih=601&addh=36&tbm=isch&tbnid=_9msB0l0vOunQM:&imgrefurl=http://libraries.
waimakariri.govt.nz/children.aspx&docid=xeBMRWPrng11QM&imgurl=http://libraries.waimakariri.
govt.nz/Libraries/Site_Images/boy_on_pile_of_books.sflb.ashx&w=448&h=336&
ei=eLowULHGEOSSiAeNICQCw&zoom=1&iact=hc&vpx=467&vpy=4&
dur=28&hovh=194&hovw=259&tx=163&ty=76&sig=110660818834632523345&
page=14&tbnh=135&tbnw=180&ndsp=23&ved=1t:429,r:20,s:284,i:69
Image 3. Woman with child reading. Google
images. Retrieved from http://www.google.co.nz/imgres?
hl=en&safe=off&biw=1037&bih=601&tbm=isch&tbnid=qjtCv9BL3tvnFM:&
imgrefurl=http://mommyreviewed.blogspot.com/2009/12/childrens-book-nook-snowmans-
song.html&docid=HWja1uh2hpWoXM&imgurl=http://i168.photobucket.com/albums/u178/
CALLMEABOOKWORM/WomanWithChildReading.jpg&w=307&h=307&ei=HL0w
UMLLDImOiAeLx4HoBg&zoom=1&iact=hc&vpx=436&vpy=24&dur=13579&
amp;hovh=225&hovw=225&tx=139&ty=97&sig=110660818834632523345&page
=2&tbnh=126&tbnw=120&start=18&ndsp=24&ved=1t:429,r:2,s:18,i:134
hl=en&safe=off&biw=1037&bih=601&tbm=isch&tbnid=qjtCv9BL3tvnFM:&
imgrefurl=http://mommyreviewed.blogspot.com/2009/12/childrens-book-nook-snowmans-
song.html&docid=HWja1uh2hpWoXM&imgurl=http://i168.photobucket.com/albums/u178/
CALLMEABOOKWORM/WomanWithChildReading.jpg&w=307&h=307&ei=HL0w
UMLLDImOiAeLx4HoBg&zoom=1&iact=hc&vpx=436&vpy=24&dur=13579&
amp;hovh=225&hovw=225&tx=139&ty=97&sig=110660818834632523345&page
=2&tbnh=126&tbnw=120&start=18&ndsp=24&ved=1t:429,r:2,s:18,i:134
Johannes
Gutenberg. (2012). In Encyclopædia
Britannica. Retrieved from
http://www.britannica.com/EBchecked/topic/249878/Johannes-Gutenberg
http://www.britannica.com/EBchecked/topic/249878/Johannes-Gutenberg
Jones,
B. (1997). Manuscripts, Books, and Maps: The Printing Press and a Changing World.
Retrieved from http://communication.ucsd.edu/bjones/books/four.html
MacNaughton, G., & Williams, G. (2009). Techniques for teaching
young children: Choices in
theory and practice (3rd ed.). Frenchs Forest, NSW, Australia: Pearson Prentice Hall.
theory and practice (3rd ed.). Frenchs Forest, NSW, Australia: Pearson Prentice Hall.
Mawson,
B. (2011). Technological funds of knowledge in children's play: Implications
for early childhood
educators. Australasian Journal Of Early Childhood, 36(1), 30-35.
educators. Australasian Journal Of Early Childhood, 36(1), 30-35.
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 for English-medium teaching
and learning in
years 1-13. Wellington, New
Zealand: Learning Media.
Norman,
J (2012). Jeremy Norman’s from Cave
Paintings to the Internet-Chronological and thematic
studiesof
information and media. Retrieved from http://www.historyofinformation.com/index.php?
category=Book+History
category=Book+History
Oracle
Bone Script (Circa 1,200 BCE – 1,050 BCE). (2012). Jeremy Norman’s from cave paintings to
the internet-chronological and thematic studies of information and media. Retrieved from
http://www.historyofinformation.com/expanded.php?id=1580
the internet-chronological and thematic studies of information and media. Retrieved from
http://www.historyofinformation.com/expanded.php?id=1580
Reading Rockets. (2008). Reading
tips for parents of toddlers. Retrieved from
http://www.readingrockets.org/article/23794/
Yopp,H.
K., & R.H. Yopp. (2009). Phonological awareness is child’s play! Young Children,
64(1):12-18, 21.
64(1):12-18, 21.
.jpg){kind=link}
Bonjour Lucy,
ReplyDeleteYour blog consisted of some significant historical facts about books and you clearly indicated how books have transformed into a form of technology today. You have identified children’s interests in books showing your understanding “that symbols can be read by others and that thoughts, experiences, and ideas can be represented through words, pictures, print, numbers, sounds, shapes, models and photographs” (Ministry of Education, 1996, p.78). Some important developments in areas such as language acquisition, imagination and vocabulary building have been identified in your blog and you have stated how these skills can be achieved in children. You have also expressed your feelings on how educators can facilitate reading as a technology. I agree with your opinion that children improve their language skills through books. I believe you can take your ideas further by including children’s voice in your blog to show how you put your reasoning into practice.
Reference:
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Hey lucy
ReplyDeleteI liked your blog and found the evolution of the book video quite different and interesting. Smorti’s reading “Technology in early childhood” (1999) tells us about the importance of technology in our curriculum and suggests to us that it will only become more so in the future. I believe this is true as books are a rich source of knowledge that can help with literacy, math and all our curriculum areas.
The evolution of the book video made me think about this because how long will it be before the books we have in our centres today become a thing of the past and children are flipping thru books on the likes of an ipad or some sort of computerised book. I suppose this could eliminate torn pages but would it also mean we would not need field trips to the library?
I believe the fact that the book see you going on field trips to the library is important as it helps children learn about community and The Ministry of education (1996) states “the wider world of family and community is an integral part of the early childhood curriculum” (p.14).
Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna
o Aotearoa: Early childhood curriculum .Wellington, New Zealand: Learning
Media.
Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
Hi Lucy,
ReplyDeleteI like the fact your centre utilises the surrounding community and visits the library. In doing so you are able to encourage the children to have an interest in reading and language. I agree that books are what we in modern society would classify usually as technology but a book does fit Smorti (1999) explanation of technology which is “Technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (p.5). I believe that a book does in fact fit into this definition as you say and is technology that has lasted the test of time. I wonder if you have many cultural books at your centre and if the children are as interested in these books as the other story books?
Hey Lucy
ReplyDeleteWow, I never ever would have imagined that books would part of technology. I mean this really shocked me to think that they most certainly are. I believe that children should always have books around them, as this encourages literacy. I love the fact that the children at your centre visit the library once a week and that the librarian reads books to them. This is supported by Ministry of education (1996) which states “Children develop and interest and pleasure in discovering an unfamiliar wider world where the people, images, objects, languages, sounds, smells, and tastes are different from those at home” (p.56).
As I said before books are extremely important for developing children’s literacy which you have noted several points about. This is supported by Talay-Ongan (2005) which states “Shared book reading or story telling provides a rich opportunity for children to learn language in a warm and caring environment. Shared reading and print exposure foster vocabulary development and world knowledge in preschoolers” (p.205).
Have you thought about getting the children to write their own stories and turn them into books?