"SNAP!" Look at my photo!

                    “SNAP!” Look at my photo! by Vandhana Prakash

Technology seems like such a sophisticated word in regards to an early childhood setting. However, this is far from the truth. Simply put, technology is applying scientific knowledge to help one understand the world better (Keengwe & Onchwari, 2009). If we apply this notion to early childhood education, the concept of technology becomes far easier to comprehend. How so? The answer is that any object that involves an underlying scientific purpose can be used to enhance children’s learning (Hubbell, 2007). The digital camera is a good example of such technology. This is because its purpose is to capture moments in time through the use of scientifically formulated reactions. I had a wonderful opportunity to observe a 3 year old girl’s interest in trying to take photographs.

I was taking pictures of the children at play when T asked if she could use the camera. I obliged due to my curiosity of the types of photos that would be taken. She was quick to hold the camera in the correct position and put her index finger on the shutter release button. I even noticed that she was careful not let her thumb get in the way of the lens. This made me realise that young children are constantly surrounded by varying forms of technology throughout their daily lives. I remember that I needed to be told how to hold a camera properly when I was very young. However, T’s efficient manoeuvring of the camera is evidence that present day children have access to technology from a very young age (Grant, 2010). Hence, they are more likely to be able to utilise a piece of equipment properly because they have more opportunities to interact with it through their daily experiences.

 I observed T as she went over to the bird cage and took photos as well as taking pictures of the plants around the playground. She was very excited and a couple of her friends also joined her out of curiosity. They went around the outside environment and some children contributed to what should be photographed. T turned around to ask me if the other children could have a turn as well and I assured her it was alright. It was fascinating to watch the children taking turns. In addition, T was scaffolding the others on how to properly hold a camera. Following the experience, I uploaded the pictures in the computer. That afternoon, I showed the photos to the children.

The learning that had taken place for the children was invaluable. For instance, T was able to use the camera to take photos of things she thought were intriguing. These were a showcase of her perspective of the environment. For example, the tomato plant in the garden caught her attention. The picture would be an everlasting monument of the exact time and frame of thought she was going through when she photographed it. Hence, she will always be able to look at the photo and recall the experience she had with the camera (Ching, Wang, Shih & Kedem, 2006).  Furthermore, T was able to facilitate other children’s learning of operating the camera.

During this process, T was learning to become a competent leader. In future experiences, she would be confident in helping others learn a skill because of her ability to succeed in this situation (Ministry of Education, 1996). Moreover, the children that handled the camera learnt how to properly operate it. This experience also allowed them to learn that taking photos is another form of art to perceive the world. This is because two of the children that were involved in the experience stated, “I drew that yesterday!” (describing the tree trunk) and “I took that. That’s H and R in the sandpit” (being thrilled by the fact that she took a photo).   Furthermore, the children involved learnt how to work as a team. For instance, one boy told T to photograph a group of children petting their guinea pig and T did so.  In turn, the boy has learnt that his contribution was valued and will be able to contribute to other experiences without fear.

We live in a world where each one of us is constantly bombarded with technology. Hence, it is common sense to include it within the centre experiences. However, technology should be used as a means to extend a child’s learning (Gibbons, 2006). This is evident with the digital camera. The camera was given to the children to be able to see the world through a different point of view and take snapshots so that they could revisit the experience in future.

References

 Ching, C., Wang, X., Shih, M., & Kedem, Y. (2006). Digital photography and journals in a   

          kindergarten-first-grade classroom: toward meaningful technology integration in early

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Gibbons, A. (2006). The politics of technology in early childhood in Aotearoa/New Zealand: fitting

          early childhood educators in the ICT grid. Australian Journal of Early Childhood, 31(4), 7-14.

          Retrieved from EBSCOhost.

Grant, M. (2010). Technology integration in early childhood and primary classrooms: access, use

           and pedagogy remain criticial components to success. Memphis, Tennessee, USA:
           University of Memphis.

Hubbell, E. (2007). Technology in the early childhood classroom. Learning Connections. 3, 32-35.

Keengwe, J. and Onchwari, G. (2009). Technology and early childhood education: a technology

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          Educational Journal, 37, 209-218.

Ministry of Education.(1996). Te whāriki: he whāriki mātauranga mo nga mokopuna o

         Aotearoa. Wellington, New Zealand: Learning Media.