At kindergarten the children have a strong interest in
gardening; the process of planting, harvesting and enjoying what they have
grown. A couple of weeks ago we contacted Mitre 10 as they were promoting the
Tui garden challenge, as a part of this they visited kindergarten and donated
buckets, soil, potatoes and plant food.
The children’s curiosity in growing potatoes was enhanced by
the book “The Potato People” by Pamela Allen. In that story a young boy makes a
person from a potato, however as time passes by the potato begins to sprout
“horns”.
We discussed with the children about what happens to the potatoes
as they begin to sprout, and worked together to prepare ours for planting. As
the children’s potatoes did not yet have horns it started a few questions about
what we should do now.

During this early stage of beginning to plant I just felt we
were promoting the children’s awareness to follow a process, and work together
to find solutions to their questions. Ministry of Education (1996) suggest the
learning environment should be one which assists children in their quest for
making sense of and finding out about their world. We should provide active and
interactive learning opportunities, with opportunities for children to have an
effect and to change the environment (p.43).
Until starting this assessment my understanding of
technology was that it was anything digital, computers, cameras, cell phones –
the list is endless really. However I now have a new understanding, and after
looking into this term I have learnt that “technology emphasises creative and
productive aspects of solving problems and answering questions” (Smorti, 1999,
p.6).
Not only aspects of solving problems and answering questions
but children need to develop their own perspectives as well as the capacity to
continue acquiring knowledge and skills (Ministry of Education, 1996).
I feel as the children questioned the ways in which the
potatoes grow and sprout their “horns”, they were acquiring knowledge; not only
knowledge, the children also discovered creative ways to answer their
questions. Smorti believes when using the process approach to technology “it is
the doing that is important, rather than the product” (1999, p.6)
Our potato “horns” are still not quite ready; however I
don’t doubt the children will gain significant knowledge in the process of
planting, ultimately enjoying the finished product after we have completed the
planting process.
References:
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.Images retrieved from:
Hey Chanelle
ReplyDeleteI saw your post and just had to read it to see how you were going to integrate technology and potatoes together, well done! I gained a deeper understand of technology as a process and not just an electronic device.
Ministry of Education (2007) suggests that technology is associated with the transformation of materials and food is considered to be one of these technological areas. I would never have understood what that meant by just reading it but you have put it into context for me.
I like the way the community was involved by inviting Mitre 10 in to talk to the children and give them the technological knowledge and language that perhaps the teachers may not have had.
Ministry of Education (1996) suggests that when children participate in active enquiry they develop their confidence in offering ideas and it enhances their understanding of a topic. I feel you gave the children this opportunity to find out about the process of planting potatoes and it will be beneficial for them and their understanding of the physical world and where food comes from.
Hey girl
ReplyDeleteWhat a cool activity chanelle, I would have never considered food/ growing plants technology, so I learnt alot from your post! I discovered that Smorti 1999, talks about growing plants and how the process we go through is important, which involved talking with the children when going through each stage of the process, sounds like this was what was happening at your centre.
The children would have gained new and valuable ideas and knowledge of growing plants and how they can change, or as the New Zealand Curriculum puts it "transformation of energy, information and materials" (pg32). They were able to find out how the potatoes will transfrom and grow horns, then participate in puting their potatoe on the window sill and wait for them to change.
This is an activity that I would really like to try myself!!
Chloe x
Hey Chanelle!
ReplyDeleteAwesome post! Its great to see how you did something different to high tech technology (camera's, computers) and used food, still manageing to incoperate technology with it. I agree with Amanda and Chloe, I didnt realize or think that potatoes and technology related, but now I see how they do :).
After reading Smorti (1999) it talked about how cooking, growing plants and learning about the procceses of what you can do with food and how it is all linked in with science and technology. I think this is great what you did with the children, using food as a technology tool. Its cool how you made this experience fun for the children but at the same time you were teaching them the step by step porccess of how this pototae was going to grow and develop and how the "horns would expand/grow".
I love any activities to do with food and so do children, as it is very enjoyable. This is something cheap and fun to do and I am going to try this out at my own centre.
Thanks for the awesome idea- Jess :)