During the cultural week celebrations at our centre, we invited parents to share their cultural secrets with the children. One parent in particular brought some flax and other leaves. When asked, she said she was going to show and teach the children some basic skills in weaving. She declared that she was concerned that the skill of weaving was slowly dying out and the early childhood setting was a great platform to revive this amazing skill. She sat down with the leaves. Soon a group of children joined in. The parent patiently demonstrated the steps in making a flower using the flax leaves. She also showed children how to use the palm leaves and make a simple mat. Soon the place was bustling with a lot of excited children ready to create something unique. They chose the leaves that they wanted to use and became involved in their new experience. According to Ministry of Education (1996, p. 68), when children "experience an environment where they are affirmed as individuals, they develop a perception of themselves as capable of acquiring new interests and abilities".
I observed a lot of interaction happening between children. They were busy conversing to each other about their creations. Also many of them talked about some form of woven materials that they had at home. Their conversation with each other and guidance that they provided to each other implied that children were grasping the skill of problem solving. My conversation and praises provided children with some form of encouragement for them to complete as well as enjoy the task. This showed that through "dialogues with children, adults play a formative role in the development of children's self-conceptions, sensitivity to others, social skills, cognition and capacity to use language to gain control over thought and behaviour" (Berk, 2001, p. 74).
As the children began the simplified weaving process with leaves, they found out that weaving takes practice and skill. The process of choosing the leaves, placing the leaves over and under and keeping to the design to make a beautiful flower or mat, was a challenging process. Each child spent their time exploring the weaving process and went about completing the task in their own way. It clearly shows that they were playing with properties of materials and technology use in the creative and expressive arts (Ministry of Education, 1996).
Some children preferred to cut smaller pieces or leaves while others preferred to use longer pieces. No matter how the children went about making their mats and flowers, they all were able to find ways to help each other solve their problems and come out victorious in their endeavors. Weaving, therefore has taught children the skill of problem solving and how to successfully work with and alongside others.
While using the scissors and weaving the leaves, children have developed some great skills such hand-eye coordination, development of finger muscles and fine motor skills. As children express and interpret ideas within creative, aesthetic and technological frameworks, their confidence in taking risks is increased (Ministry of Education, 2007). Weaving is a form of creative arts where students learn to work both independently and collaboratively to construct meanings, produce work and value and respond to others' contributions.
Therefore, in my view weaving is a form of technology as it helps children to problem solve and engage in unexpected outcomes and to explore multiple solutions through the use of their imagination.
The following video clip shows the determination, creative and imagination of a spider who weaves his own web. This can be related to the determination and problem solving skills that children needed to have in order to engage in the weaving experience. Click to view the video.
Spider weaving his web
REFERENCES
1. Berk, L. (2001). Development through the lifespan (3rd ed.). Boston, Ma: Allyn and Bacon and Pearson Education.
2. Images: Retrieved on 30/03/13 from www.googleimage.com
4. Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
5. Patterson, J. (1992). Exploring Maori values. Palmerston North, New Zealand: The Dunmore Press Limited
6. Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.
Ka Pai Neelam, I totally agree with you that when we heard the word technology the things which comes in our mind is digital and electronic products. Yes through non-digital technology children learn many social skills which is very important for their learning and development. As educators we can provide opportunities for children to for co-operative play. Children learn that there is more fun when they work with alongside others. Te Whariki states that "children experience an environment where they are encouraged to learn with and alongside others" (Ministry of Education, 1996, p. 70). Neelam you have used weaving as you non-digital technology reflection. weaving is very unique and creative art in Maori culture. in present time we are moving far away from these unique and beautiful art.as educators we should respect Maori culture and language. By doing this we respect and honor the treaty of waitangi. Te Whariki states that staff should encourage the use of Maori language and creative arts. I appreciated your centre which celebrate cultural days. It is also good that parents bring their unique art in the early childhood centre. This example shows that parents feel very comfortable in your centre. Te Whariki states that "children and their families an environment where they know they have a place" (Ministry of Education, 1996, p.54). children acknowledge about the different cultural backgrounds when parents and families bring their unique art in the centre. through this experience children had lots of interaction with their peers, teacher and parent. This will help in their language development. According to Vygotsky children learn and develop language when they interact with their peers and adults (Santrock, 2007). "there should be a plenty of opportunities for one-to one communication between adults and children. Adults should encourage children to initiate conversation, listen to children attentively, and help develop interaction" (Ministry of Education, 1996, p.73). Children learn about their past arts through these kinds of experiences. “Creativity is a thinking and responding process that involves connecting with our previous experience, responding to stimuli (objects, ideas, people, situations), and generating at least one unique combination” (Parnes, 1963 cited in Isenberg and Jalongo, 2001, p.5). through these kinds of activities children develop their motor skills and hand eye co-ordination. I believe that it is always good to adopt new technology in our life, but we do not have need to forget our unique non-digital technology and art. this will help us to keep in touch with our roots and culture.
ReplyDeleteWell done Neelam, I was glad to read your non- digital technology reflection about weavings. You are right when we think technology first thing comes in our mind is computer, camera, radio, excetra. Through non- digital technology children develop and learn new skills. In your non- digital technology reflection you have used weaving. Weaving is very important and creative art in Māori culture. It is very important when early childhood centre celebrate cultural day. By doing this weaving activity you gave respect to the Māori culture. Maintaining relationship and promoting family involvement which is very important to early childhood education (Ministry of Education, 1996). Celebrating cultural day it saws “children cultural values, customs, and traditions from home should be nurtured and respected to enable children to participate successfully in early childhood setting and in their community” (Ministry of Education, 1996, p. 65). Through this experience children get knowledge about different culture. Through this activity children develop social, communication and hand eye coordination skills when they interact with their peers and adults. According to Vygotsky children learn and develop verbal and non-verbal communication skill, when they interact with their peers and adults (Santrock, 2007).
ReplyDeleteKiaora Neelam, you have written a great reflection incorporating cultural values in technology. I would not have related culture with technology before reading your reflection. This is a good knowledge for me as a teacher and I can incorporate non-digital technology with cultural tools. There are other cultures tools such as Chinese use chopsticks, Indians use henna, Māori have poi and rakau sticks, play dough, different cultural costumes and more.
ReplyDeleteWeaving is fun, challenging, historic traditional art activity from across the world. Weaving ignites curiosity and imagination offering creative and challenging learning experience. Children learn patterning, critical thinking and problem solving skills. While they coordinate in and out, over and under, they develop hand-eye coordination. Weaving reduces stress in children and provides positive social interaction.
Weaving is unique art in Māori culture and also in some Pacific island cultures such as Samoan, Tongan Fijian etc. We live in a multicultural society and when teachers or adults incorporate their cultural experiences, it greatly enhances children’s learning. They learn about their own cultures and that of others. Te Whāriki states “children discover unfamiliar wider world where people, images, objects, languages, sounds, smells, and tastes are different from those at home” (Ministry from Education, 1996, p. 56). Children also learn Māori ways of making sense of the world, respecting and appreciating natural environment.
I agree that weaving is a challenging task and children produce their own creations which are unique. It is mostly done in groups and children enjoy communicating, sharing ideas, solving problems together. Santrock (2011) states that children develop their language while interacting with peers and adults.
I found a simple weaving activity that we can do with the children at our centres. To view, please click on the following link: http://www.youtube.com/watch?v=GOKN4L2Axg4
Neelam, Yes the words technology is usually compared to electronic materials that you have mentioned in your reflection. It was an eye opener for me as I read more and realized that technology is varied which goes beyond just electronic materials. I would have never seen weaving as technology therefore would have overlooked at it as an element to reflect on culture, values and especially as a form of art. Weaving is a traditional art activity that most children enjoy. It is vital for all children and teacher’s to feel and create a sense of belonging and what better way to make that happen than to incorporate, respect and recognise cultural values through practice within the centre. This is highlighted as an important component in the curriculum (2007) and Te Whāriki (Ministry of Education, 1996). Through this non technology experience your centre has demonstrated the recognition of the Maori and Pacific culture. Weaving brings children together in a collaborative learning activity and provides a unique experience that ignites curiosity and imagination (Art and Creativity in Early Childhood Education, 2011)... But the inclusion of parents was a great way to involve them in their children’s learning and building relationships with the teacher’s and other parent’s. Arthur, Beecher, Death, Dockett & Farmer, (2008). Your reflection showed many beneficial learning and development from the weaving experience with creative and expressive media and technology, such as turn taking, cooperation, working alongside others, creativity, social interaction and also hand-eye coordination and fine motor skills which all eventually contribute to children development and works as recognition of self identity, Weaving is fun, it’s challenging, and it enjoys a long, historic tradition across world cultures. I will surely introduce weaving as an activity in my centre as I am always looking for innovative ideas!! Great reflection.
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