Journal Entry 1
Core personal & professional values and action strategies (espoused theory & theory-in-use) Lindon, G. (2010). Reflective practice and early childhood professionalism: Linking theory and practice. Hodder Education.
Reflective practice is an on-going process where practitioners are willing to continuously learn. The concept to reflect on what you do throughout the day is probably the most effective way to become involved. Reflection brings thoughtfulness about how an individual is able to reflect on their own and include others as part of their practice. Reflective practice may help those practitioners who have less of an experience within the organization through supporting their confidence. When you reflect, you gain knowledge and understanding in continuing to maintain a professional life. The greater experience practitioners have the more effective their reflective practice can be. To reflect does not necessarily mean that your preferred way is the only way to learn, instead to be an effectual and thoughtful practitioner. For those inexperienced practitioners, they need support and positive experiences which help them question key issues of child development. One key aspect of reflective practice is to become confident by taking initiative. Practitioners should be able to reflect on their own practice rather than being reliant on others. Being able to reflect on your own practice takes practitioners to another level where they evaluate their own practice based on current practices. Professionalism is an important quality in reflective practice. Individuals are able to solve and resolve problems in which can benefit children and families in return.
Reflective practice helps to strengthen critical thinking about what you do and how you do it. Critical thinking through reflective practice helps individuals make choices about why they are using a certain principle and for what purpose. The process of reflective practice allows individuals to become more aware of what they accomplish throughout the day. Reflective thinking is open-ended with the aim to make certain that you are making positive choices. Thinking back is another way towards reflecting and evaluating your thoughts and ideas. Though reflective practice aims to focus and support young children, it is also important to develop your own behavior and willing to recognize potential within yourself. Through personal reflection practitioners may express their own feelings by being honest about themselves and being able to recognize and realize that they may have made mistakes. Reflective practice encourages open discussion between considering what may be right or wrong and sets boundaries in order to place emphasis on best practice. Efficiency is a key factor through reflection by maintaining balance and thinking responsibly. Reflective practice strengthens and provides room for improvement. Practitioners are able to explore value and concepts of what they do.
“I ate so much seeds from these peppers I think I am going to grow trees in my chest”
Personal and Professional Experiences
When thinking about integrating technology into the classroom there are many ways on what type to use, how to use it, and why. The term “technology” sometimes makes us think “iPad, cellphone, computer, laptop, etc.” to be the only type of technology out there. Most of the time parents are willing to purchase an iPad for their child so when they are down the road they can use this piece of technology to have their child interact with. There are variety of technology materials out there that we are unfortunately, unaware of or do not even know we already have at home or in the classroom.
For example technology is not just a “computerized” type of technology but it can also be a keyboard, mouse, camera, white board, erase board, clock, disk, etc. We do not need to place a computer inside the classroom and call it technology in the classroom, but the matter is how children use it to learn, make mistakes, interact, engage, and have fun.
For example, the mouse can be taught by explaining how it moves, a keyboard can be used to explain what each button is for, a clock can be explained what makes it tic, or move, and what would happen if the batteries stopped working. All these answers are the answers to finding out how technology works. Children are also able to adapt to an environment that creates developmental skills in their cognitive, social/emotional, and physical domains.
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Dr. Shawn Lennie suggests: Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8
This article in general was probably the most enjoyable article that I have read thus so far. Every point in this article is beneficial to our learning as early childhood professionals, for the children, and parents. The article gives suggestions how to integrate technology in the classroom. To begin with, the article helps us understand that technology is rapid and it is definitely different compared to how and what was used before. They highlight that when technology is used wisely by the early childhood educator, it can support learning for the children, and most importantly, social interaction (NAEYC). The quote that stood out for me was, “Thanks to a rich body of research, we know much about how young children grow, learn, play and develop” (NAEYC). The reason being is because throughout our diploma and degree years that we have absorbed knowledge of child development, we now know how children develop, and using this advantage we can improve using technology in the classroom.
For example we understand the cognitive, social-emotional, and physical developmental domains; this article also suggests that technology supports the ability of these domains on cognitive, social-emotional, and physical abilities that support children’s learning (NAEYC). I also liked how culture was mentioned in the article, not only in the classroom but at home, between the parents, child, and early childhood educator. Another part that stood out for me is how the article did not only focus on the benefits of technology but also the effect and outcome on the child if technology was not used “properly”. The article supports by giving examples on the use of technology at a certain age and if used excessively that it can cause obesity, lack of sleep, and other factors (NAEYC). This is where as early childhood professionals, we can guide and make those choices that will create learning opportunities for children while managing how much screen time children can use in the classroom (NAEYC).
Another example is combining the amount of time children spend while using technology and also how children use this time when defining what is developmentally appropriate (NAEYC). The big highlight of this article that I found is that technology is only productive when used properly (NAEYC). In this sense, early childhood professionals should create opportunities for the children on how to use technology, what purpose they serve, and how they serve this purpose, for example when using a certain app/tool. I also liked how they mentioned that technology should not harm the child in any way (NAEYC). The article supports and gives suggestions on how to integrate technology for the purpose of learning, peer-child interaction, and parents involvement (NAEYC). Over all, the article emphasizes the use of technology by early childhood professionals, children, and parents. When selecting developmentally appropriate technology, it can enhance the children’s developmental skills and use of technology.
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Dr. Shawn Lennie suggests: link for evaluating educational software –link below
A motivational article that I will be using in the future, thanks to @Dr. Shawn Lennie for these educational articles, to learn from, open a lot of thinking, and opportunities for us as early childhood professionals. I like that technology is just like teaching anything else in general that you do throughout the day. It has MANY characteristics that meet every criteria for child development, whether it is software that is fun, fun, fun or software that opens up a learning environment for the children. It is important to not only pick any software, but as an educator with the help of research and early childhood knowledge to choose properly, to think about those children’s needs, and also interests, motivational, inspirational, open-ended and many more to put emphasis on what software is valuable.
Link to Google Document: https://docs.google.com/document/d/1zz11UpsJbdemjt_Q29tW28CG96-O1dO76i27Aaq-pv4/edit
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