In the kindergarten, the children have morning tea served
with a variety of vegetables and fruits. Last week I asked some children to
help to prepare morning tea. They looked very proud to be asked to help. They chose
to peel carrots, so they grabbed a peeler. Most of the children seemed to have
an understanding of the peeler and how it is used in the kitchen as they were
peeling vegetables competently, but some children didn’t seem to have the skill
yet, so they took some time to reflect. They stopped peeling the way they did
it at first and were thinking why it didn’t peel well. I suggested them to change
the direction of peeling and safe ways to hold a carrot. As each of the
children analysed this, they eventually achieved to peel in their desired way.
I was asking the children while holding the peeler during
mat time, “What is this? What is this tool for?”
Everyone knew the answer, “It’s a carrot peeler”.
“What else can I peel with it? Is this used for a banana?”
“NO!”
“Why not?”
“Because… because it’s for a carrot.”
“I think this is not only for a carrot. I can peel a
cucumber and potatoes as well. But I can’t use it for an onion or avocados. Why?”
We concluded that we don’t use it for soft surfaces, otherwise
it may squash a vegetable or not peel well unless you have very good skills as
a chef. Together we also decided to have another activity to experiment using
the peeler on other vegetables and fruits.
The discussion about the peeler helped children to gain
knowledge about what purposes the tool can be used for. This activity develops
children’s problem solving skills and the understanding of tools and technology
which links to essential learning areas highlighted in Te Whāriki (Ministry of Education, 1996, p. 96).
The peeler is a great technology for activities with children.
It is safer and quicker than a knife and can be used to invite children into
the kitchen environment and supports children to learn in context (Ministry of Education, 2007, p. 32). It can also be used
for advanced skills such as using the peeler to turn carrots and cucumbers into
delicate ribbons. The activity was fun to do together with the children. It
provided opportunities to explain to the children that most of the vitamins and
flavours of most fruits and vegetables and are right under the skin. We also
have a pet rabbit in the kindergarten which we could feed the peeled skins. We
could put the rest to the compost as well. This allowed children to learn about
recycling and looking after animals while peeling vegetables.
The peeler as a tool also supports children’s hand coordination
and fine motor skills as they need to turn the vegetable around to peel the
part they were holding before. Children learn to understand cause and effect by
observing how much pressure to apply during peeling, how to keep the balance of
the items. They got an understanding of the weight of the items and how different
ways of holding tool and vegetable leads to different results. The activity
greatly enhances their active learning. It is vital for the children to have
hands-on experiences so that they learn sensory skills which gives them a better
understanding of vegetables and fruits. It also supports children’s emotional
well-being. When they peeled, I could observe that they are very calm and
concentrated. As Horseman (2010) describes, the
patience, perseverance and concentration that children display when given a
real task is impressive. “Children take that time and space to focus on the
task, reaching a state of flow and immersion” (ibid.). When they successfully achieved
to peel a vegetable and served their “own” vegetables for morning tea, I could
see that they were building confidence and a sense of achievement. The
experience makes them feel that they are capable learners.
Helping Kids Peel Fruit for Fresh Juice -- powered by ehow
References
Horseman, L. (2010). Tools and children or please will
you look after this stick. Forest Schools. Retrieved August 13, 2012,
from http://www.forestschools.com/articles/article.php?articleid=7
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media Limited.
Hi Yuki, Indeed peeler was introduced in this modern day to make work easier to cut vegetables and fruits. I really liked the way you posed questions to the children about this technology and what they could use it for. MacNaughton and Williams (2009) also agrees, that questioning is a good teaching technique to develop children’s cognitive skills. It was good idea to hear that you got children involved with this activity as they found their way to learn about the peeler and what it could do. At the same time I like the way you not only were educating children about the peeler but discussed about the fruits they were cutting and talking about the vitamins. This was really a great discussion to include and extend children’s learning while using this technology. This reminds me of the times we had to use knife back in the those days at home, trying to peel faster, help my mother in the kitchen and ended up getting safety issues of sharp knives. But after the introduction of peelers I could peel faster without having safety issues of sharp knives. Thus this new technology made life easier and quicker but we do need to keep a close supervision when given to the children to use, telling them the right way to use it.
ReplyDeleteMacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.
Hi Yuki, I have enjoyed reading your reflection. The most important thing you did was to work alone side children and using non digital technology in your centre which extends children’s learning. The most effective use of technology in an early childhood setting involves the application of tools and materials to enhance children’s learning and development, interactions, communication, and collaboration. Children do not only learn from digital technology but they also experience non digital technology daily in their life and one example which you have mentioned is carrot peeler. We do not realise it, but technology is everywhere around us. Technology is about gaining new knowledge, and through this, problems can be solved (Fleer & Jane, 2011; Gibbson, 2006). I really liked the way you allowed the children to use peeler themselves so that they know how easily and quickly things can be done. This supports Smorti (1999) statement where he believes that children learn about technology the same way they do with everything, which is through doing it themselves.
ReplyDeleteFleer, M., & Jane, B. (2011). Design and technology for children (3rd ed). Frenchs Forrest,
Australia: Pearson Australia
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Hi Yuki! I was not aware that potatoe peeler is part of technology; maybe I still need to learn more about different kind of technologies we can use with children in the centre.I think we learn something new every day ha, ha,ha. I think it is great to see children engaging in peeling fruits and vegetables because they learn so many skills but also need to lern to take good care of themselves when they are dealing with sharp objects. I think it is a challenge for some of the children who are not yet developed fine motor skills. Peeling fruits and vegetables helps children develops sense of self-confidence,"self-help, self-care skills" for preparation of foods and knowledge of eating healthy food. (Ministry of Education, 1996, p.48). I liked the way you conversed with children in which I think asking questions provides opportunities for children to think about whatever learning they engaged with as well as language development which I think is also very important Mac Naughton & Williams, 2009).
ReplyDeleteReference
McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: choices in theory and practice (3rd ed.). Melbourne, Vic.: Addison Wesley Longman
Ministry of Education, (1996), Te whariki matauranga mo nga mokopuna o Aotearo: Early Childhood curriculum. Wellington, New Zealand: Learning Media.
Hi Yuki,
ReplyDeleteI think that it is a great idea to include children in day-to-day chores and routines of the Centre. It helps them build self-confidence and provides with a sense of pride of doing their own work and helping out others at the same time. Through these ways, we are also teaching our children about the numerous forms of technology that can be used to make our work easier and efficient. I liked the way that you incorporated problem solving with the use of a peeler. It is a very good thing for children to practice as it helps build on their social competence. To add on to this, “problem solving is widely recognized as a cognitive skill that supports the development of learning in areas such as literacy, technology, mathematics and science”. (MacNaughton & Williams, 2009) By reading your blog, I have seen opportunities for creating great and meaningful learning experiences with and for the children.
McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne,Vic.: Addison Wesley Longman.