Science and Technology in Childcare

Science and Technology in childc beIntroductionThis paper identifies the habitual thought in relation to acquisition, a broad paper and the allow scientific concepts which dope be introduced to the children. Using Slowmation as a digital resource, it plunder be utilise to develop to support the concept development and the figmentboard to designate steps from everyday to scientific concepts.The everyday concept identifiedFrom the observations obtained from the first assignment, the everyday concept identified is that the establishs are thirsty, according to Anns possibility as she waters the demonstrates daily. From her recognizeing, the leaves are always thirsty and by watering on the leaves, it go forth not be thirsty anymore. Hedegaard and Chaiklin (as cited in Robbins, 2012) recommended that the most effective for skill happens when educators well-educatedly takes into childrens account. By identifying Anns everyday concept, I cigarette then extend her understand ing in scientific concepts through with(predicate) intentional and businesslike facilitation. This everyday concept erect be utilized as a starting superman for cognition experiences (Anderson, Ellis, Jones, 2014).Topic chosen and Scientific ConceptsBased on the everyday concept which I contain identified, Plants would be the broad topic for children to govern out more. As children are brisk and competent learners (Stoecklin, 2012), this topic would encourage children to have hands-on interaction, play and discovery as they would be involve in lay wee seeds, which lead to understanding the scientific concepts relating from their everyday concepts.Children often began to ask questioning and engaging with earthy and physical world which resulted in children constructing their own hypotheses from their everyday experiences (Anderson, Ellis, Jones, 2014). These concepts which children had organized does not have to be replaced, instead, it can be rationalised through facili tation (Anderson, Ellis, Jones, 2014).These are the specific scientific concepts that I aimed for the children in my class to understand almost curriculumts need water, light, minerals, warmth, air,Plants get the water from their rootsSeeds wrick into go unders with roots, stems, leaves, and flowersSome plants grow from rootsA plants roots use the soil to hold the plant in place. The plant can grow tall if it has a strong base.I have revisited some of these scientific concepts to assist me in bread and butter the childrens teaching and develop it into digital teaching resource.According to Science of Life Explorations (n.d.), it explains what a plant need for emersion. Each segment describes the environmental factors affected the growth of a plant. Too much or also little of each factor will slow down the development of the plant.To support Anns learning of her everyday concept plants are thirsty and relating to the scientific concept plants need water and cheerfulness to g row, I read up the factors affecting the growth of a plant and I learnt that too much water can make a plant die as plants roots need space and air to breathe.I also looked up How Stuff Works to risk out more about how water helps in growth of the plant. In my readings, I reaffirmed that plants take in water through their roots and plants need water to support them (Freeman, n.d.). Thus, in my preparation for my resource, I will include this recognition concept in my digital resource.In addition, I also learnt that these scientific concepts are interlinked. To understand the growth of a plant, these are important factors which I hope the children will eventually understand as part of their potential learning progress.Digital ResourceThe digital resource that I would select to develop to support and share this concept development would be to use slowmation. Slowmation (abbreviated from Slow Animation) is a simplified way of telling a story or explaining a concept that is played t ardily at two second per second (Fleer Hoban, 2012). I believe that by using slowmation, I am able to share with the teachers on how this digital resource can be a pedagogical for polish their science teaching. Slowmation is being used as a method of encouraging teachers to begin to identify their childrens understanding in relation to their science topic which they are investigating (Keast, Cooper, Berry, Loughran, Hoban, 2010).Slowmation can be created through these five connecting representations (McKnight, Hoban and Nielsen, 2011). The first step is to write down notes from prior experiences, followed by using a storyboard to plan for sprightliness to making simple models or using cameras to captures of models and moving them manually and lastly to create the sustenance.Although Slowmation is exchangeable to clay animation and digital storytelling, it is easier to be implemented in a classroom and it displays the features like purpose, timing, orientation, materials and e ngine room (Hoban, Nielsen, 2012).In relating back to the science concept, the growth of a plant can be narrated using Slowmation. In this case, I decide to pick a sunflower seed to demonstrate the growth of the plant. The purpose would be to explain on how a sunflower would grow from a seed. Childrens knowledge gained on the things such as sunlight and water which a sunflower needed to grow can be narrated in the animation. Fewer photos will be needed as animation is played slowly. The orientation of the models are normally in 2D, hence, it can be placed on the table and makes it easier to manipulate plot of ground capturing the photos. The materials used for the animation are easily available as it can be cabbage, drawings, pictures or 3D objects such as rocks, leaves, or seeds. This will be kick upstairs explained in the storyboard.When teachers have gathered the childrens understanding science concepts about plants, it can be added into the animation and explain it in the na rrative form. The main idea of slowmation is that a narration can be added to explain a particular science concept while the models are animated as in a narrated flip book (McKnight, Hoban and Nielsen, 2011).In a research make by Keast et al., (2010), they mentioned that Slowmation were most effective when the concept is self-contained and easy to summarise and represent after a series of lessons. It is also suggested that teachers who were introduced to Slowmation had incorporated into their teaching had benefited their childrens learning as it has helped them to better understand how their students substantial their undemanding in their science concepts (Keast et al., (2010).Storyboard Reviewing on the scientific concepts based on the ripening of a plantSlowmation worked well as a review for the topic, taking in the major concepts of the topic (Keast et al., 2010). Taking into considerations from the everyday concepts identified, the storyboard described how the everyday conce pt leads to scientific concepts.Based on their knowledge gained, the children can narrate the story. The story began where Ann likes to water the plants then to finding out how plants grow using sunflower seeds. They can use dough to make a sunflower or even used a literal sunflower in the story. While introducing the tools for planting, the real objects can be captured to include it in the Slowmation. In the following sequence of the story, children can draw out each stage of the plant, until it turned into a sunflower. Each step is carefully plan in such a way that the information that is needed to be shared is drawn.As the animation is play slowly at two frames per second, the children are able to view the process of the plant growing as part of the reflection. They will also explain the nutrients the plant need in order to growth and identifying the parts of the plant. To conclude the animation, a song about a little seed (refer to appurtenance 2) can be added at the end of t he story.In this storyboard, it is also clearly explained what plants need in order for it to grow, how a tiny seed grow into plants with roots, stems, leaves and flowers by using a sunflower to demonstrate the scientific concepts. backing Childrens Further Learning of the Scientific ConceptsIn addition to the digital resource, I would plan for an environmental project, in this case creating a garden to further enhance the environment and at the same time, the children would be applying the scientific concepts which they have learnt while embarking on this project. In addition to that, the children would also be exposed to learning about sustainable development.Banks (as cited in Fleer, Jane, 2011) reasoned that children should be practiced at thinking at a social, environmental, cost-effective, technical, moral and social level. While creating a garden to further enhance on the school environment, the children would further develop more scientific concepts such as growing root veg etables such as carrots, onions, garlic by placing these vegetables into the soil. The children will also be involved in technological thinking skills as they are thinking about their environment in school, designing and planning how they would want to create their garden. They will be using their imagination and creativity to create their garden. For example, the children may use materials they could use for their planters. This could an empty bottle, a container or even a tyre. Vygotsky (as cited in Fleer Jane, 2011, p. 89) mentioned that imagination is not just an idle mental amusement, not barely an activity without consequences in reality, but rather a function essential to life. The children also search how to use gardening tools while doing planting.While planning, designing meaningful experiences for the children, the Ministry of Education (MOE) in Singapore has actual the iTeach principles to set as a guide for educators to take into consideration during their preparat ion in engaging with the children in bringing in everyday and scientific concepts together. Teachers as facilitators of learning (MOE, 2012) extended and scaffold the childrens learning through their abilities and experiences. This can relate to Rogoffs three lenses of analysis on how educators can observe their children in school (Robbins, Bartlett, Jane, 2006).Children learn when they are engaged in play that enjoyable and thoughtfully planned (MOE, 2012, p. 34). This description describes that play is the main tool for children to explore and learn in the environment. When children are engaged in purposeful play, the children are involved in not just only play, but bringing in active participation of children exploring, developing and applying their skills and knowledge based on their cultural, interests and abilities (MOE, 2012). In relating back to the everyday concept identified, Anns interest was displayed as she was watering the plants and this led to exploring more scient ific concepts such as plants gets water from their roots, and find out what plants need in order to grow.As an educator, I have to constantly reflect on my teaching on how I can thoughtfully create stimulating and challenging environment that rush childrens curiosity and sustain meaningful learning (Childrens Services Central, 2012). With intentional teaching (Childrens Services Central, 2012) in mind, I would place materials and tools purposeful and deliberately for children to notice and make use of them. I would also carefully choose the contextual learning environment for children to be engaged in. As my marrow has a luxury of greenery space, it will definitely benefit the childrens learning in this sure learning context where children construct more everyday concepts and relating it to the scientific concepts making real and relevant to the real world (MOE, 2012).ConclusionAs an educator, it is important for me to understand how much the child already knows, how I can enhanc e the learning potential by bringing in personal experiences and incorporating intentional teaching while making use of the cultural influences and context available. The learning does not end once the child knows it should be a learning journey for the children as they apply the skills in the real world. For educators, we should make an effort to outgrowth our knowledge in science and develop confidence in teaching science (Robbins, 2012). Using digital resource has definitely helped me in explaining science concepts and made it easier for children and teachers to understand.ReferencesFleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW Pearson Australia.Robbins, J. (2012). Learning science in informal contexts The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). way Melbourne Cambridge University Press.Robbins, J. Bartlett, J. Jane, B. (July, 2006). Childrens technological and scientific think ing in block play A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia.Anderson, J. L., Ellis, J. P., Jones, A. M. (2014). Understanding Early unsophisticated Childrens Conceptual Knowledge of Plant Structure and Function through Drawings. CBE-Life Sciences Education, 13(3), 375-386.Fleer, M., Hoban, G. (2012). Using Slowmation in early childishness centres Possibilities and imaginings for intentional teaching. Australasian Journal of Early Childhood, 37(2), 61-70.Keast, S., Cooper, R., Berry, A., Loughran, J., Hoban, G. (2010). Slowmation as a pedagogical scaffold for improving science teaching and learning.McKnight, A., Hoban, G., Nielsen, W. (2011). Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers awareness of. Australasian Journal of Educational Technology, 27(1), 41-54.Hoban, G., Nielsen, W. (2012). Using Slowm ation to modify preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42(6), 1101-1119.http//www.cscentral.org.au/Resources/intentional-teaching-web.pdfhttp//www.letstalkscience.ca/hands-on-activities/life-science/how-do-plants-soak-up-water.htmlhttp//science.howstuffworks.com/environmental/earth/geophysics/h2o5.htmAppendicesAppendix 1Appendix 2Little Seed RhymeFirst you take a little seedAnd plant it in the groundThen you pour some water onAnd let the sun shine downAnd watch it grow and grow and grow and growGrow it up to the sun sun sunAnd let it bloom and bloom and bloom and bloomFlowers for everyoneName press Si Hui Student ID 25687514 Page 1