Non digital device: Scissors
Date: 13th August 2012.
This particular reflection pays thought into the use of a non-digital device "scissors". Based on observing the children during an activity, they drew a picture and then needed to cut this picture out. I ask a the child why do you need to cut it out? Because the teacher has asked me to cut it out! The child replies. So the child reaches for the scissors nearby and proceeds to do so. Do you wonder how you would get that shape if you didn't use the scissors? It would be too hard to get a cloud if I didn't use the scissors, I won't be able to make it right! suggested the child. A cloud could be many shapes though don't you think. The child paused and thought, but if I didn't use a scissors I can't cut a star shape or circle. Hmm yes i guess so we both thought for a moment.
During this conversation with the child I often wondered about the 'history' of the device. I asked the children if they would like to investigate and find out more information about the scissors, and how has it changed over the years. Technology is a process of change and the children make sense of scissors as a useful device but how did it evolve? who designed it? What other technological things are in and around our centre? How do we define Technology? So this first reflection has been a starting point, at looking at 'Technology in our centre'. The children were enthusiastic, while I spontaneously asked these types of questions. It has sparked some interest among some of our four year olds. This experience made me reflect on the types of scissors that I use to use when I was at school. Are they different now? how have they changed? It was noticeable that 'scissors' were used often in the day, they were used to help with creating artworks, a cutting tool to serve its purpose, in all areas of need. I was amazed at how useful this little tool was in daily life for children in early childhood especially at this preschool. While I was observing another small group of children using the scissors some had good control and good hand eye co-ordination and others not so much. Some children really enjoyed the process of cutting, not paying attention to what it is that they needed to cut, but the enjoyment of cutting. I watched one child just sit and cut and cut lots of bits of paper in all different sizes and shapes. To him it wasn't about the product but the process that was enjoyable. It was like he also enjoyed the different kinds of things that scissors could cut by experimenting different objects and materials. This gave appreciation of the 'creative process' how it is the doing that is important rather than the project (Isenburg & Jalongo, 2001). During this process I could see which children were confident in using the scissors and which were not so confident. So the children need to learn how to use this technological device by instruction, and direction then needed time to practise and master their skills to use the scissors more effectively and confidently. This linked to Technology becoming an essential learning area as children show "capability in solving practical problems contributes to self confidence and well-being" (Ministry of Education, 1998. p 94). It has become evident that this small piece of technology helps people solve problems (Smorti, 1999). It is most definitely a tool that helps to achieve creative and purposeful activities to meet the needs of people. From this experience and looking into a simple small technological device, has provided me with an opportunity to explore the technological advances of 'scissors'. How could I address this issue? What information do I need to gather? What questions could be asked to the children? Where could I source knowledge in regards to the changes of this technological device? As part of my rationale and reasons for exploring more on this issue I have located that the early childhood curriculum 'Te Whariki' suggests that 'as part of a world revolution in communication, technology, work and leisure' children will need to continue acquiring new knowledge and skills' ( Ministry of Education, 1996). In support I feel as though 'technological devices' have sparked new interests of children inquiries, sense of wonder, exploration, science, and creativity as the children try to answer some of the reflective questions mentioned. This gives children 'the ability to represent their discoveries, using creative and expressive media and the technology associated with them ( Smorti, 1999, MOE, 1998).
This picture shows the type of scissors that are used in the centre and further photo's that display the scissors in use.
This is a Photo Of the computers at 'Flying Turtles' the centre has Wifi so this makes browsing the Internet easily accessible
Some further information that we found while browsing the internet at the centre.
It is most likely that scissors were invented in 1500 BC in ancient Egypt.The earliest known scissors appeared in the Mesopotamia 3,000 or 4,000 years ago. These were of the 'spring scissor' type comprising two bronze blades connected at the handles by a thin, curved strip of bronze. This strip served to bring the blades together when squeezed and to pull them apart when released.
Cross-bladed scissors were invented by the Romans around AD 100.
Pivoted scissors of bronze or iron, in which the blades were connected at a point between the tips and the handles, were used in ancient Rome, China, Japan, and Korea. Spring scissors continued to be used in Europe until the sixteenth century and the idea is still used in almost all modern scissors.
Cross-bladed scissors were invented by the Romans around AD 100.
Pivoted scissors of bronze or iron, in which the blades were connected at a point between the tips and the handles, were used in ancient Rome, China, Japan, and Korea. Spring scissors continued to be used in Europe until the sixteenth century and the idea is still used in almost all modern scissors.
Scissors from 2nd Century Asia Minor
Scissors from the Chinese Tang dynasty (618–907 AD)
Through researching on the Internet, we found out that 'scissors' are still advancing and many companies claim to have designed the latest in scissor technology.
Referencing:
Isenberg, J. P., & Jalongo, M. R. (2006).
Understanding children’s creative thought and expression. In Creative thinking and arts-based
learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ:
Pearson Merrill Prentice Hall (pp. 3-37).
Ministry
of Education, (1996). Te Whariki, He
Whaariki Matauranga mo nga Mokopuna O Aotearoa, Wellington: Learning Media.
Smori,
S. (1999) Technology in Early Childhood. Early
http://www.chinahistoryforum.com/index.php?/topic/33107-history-of-scissorsshears-in-china/ducation, 19, 5-10.
Wow Summer! Your blog is quite interesting and well said too. Now I fully understand the term technology is not only the digital devices but the non digital are also important in children’s learning. I like what you said about the child who cut lots of bits of papers in different shapes, not thought about the product but as long as he enjoyed what he is doing. Just like my granddaughter and most children in the centre, they just love cutting, whatever kind of scissors they found they know exactly what it used for. If they don’t use it to cut papers they will use it to cut their own hairs.lols.
ReplyDeleteYou also brought up very good points and the kind of scissors used in the olden days compared to now a days. I remember when I was little my mum use to have a large heavy kind of scissors for cutting materials and a long thin scissor for cutting hairs. What I noticed about the old technological devices and the new ones, is that the old ones like for example scissors are the good quality one that hard to break compared to the new ones its breakable. Well, thanks Summer for sharing your blog it really challenges me to critique more in my second blog. Kapai!!
Comment from Radhika. 15 August 2012.
ReplyDeleteHi, Summer. Ka Pai for your lovely blog.It is well written and
clearly explained. Now I got some understanding of how non- digitial technology like scissors is important in children's learning and development.It also applies to my own son who was good at cutting when he first started his preschool and the way he holds his scissors.Like my own son the children in my centre also loves cutting. You have also given the lovely photos of the scissors used in the olden days and the scissors used nowdays. Looking at the quality I can see from your photos that scissors used in the olden days were more stronger and unbreakable as compared to now. Thank you very much for sharing your blog. It really gave me some ideas as how technology is important in every day life and in early childhood centres. Good work. Tino Pai.
Hi Summer,
ReplyDeleteVery well done!! Your blog post is superb and sufficient. First of all thanks a lot for giving us the information about technology, digital and non digital devices. Now I have got the fair idea what all these terms mean. In your post you discussed about the aspects of creativity and a child who was really interested in cutting. For that child the process was important and enjoyable not the final product. So I am totally agreed with you that creativity is about the process and not about the product. Parnes (1963) also describes “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). It is also good to know about when the scissors were first invented. Scissors are really good example of non digital device. Literally saying technology rules the world and it is now days become the part and parcel of our lives. I really enjoyed reading your blog and looking at all unique scissors. Ka Pai! Great work Summer. It really helped me in writing my first reflection. I also like your scissors activity because at my centre children just loved cutting and pasting and is also helpful for their fine and gross motor skills. Once again well done and great job! Thanks for sharing….
Kiaora Summer,
ReplyDeleteTumeke! Well done and great work Summer. Oh! Your blog and your reflection are really great written. I really enjoyed reading your reflection on about the non digital technology. The information you have provided is very clear which gave me an understanding of digital and non - digital devices. In your blog you have engaged with the child and asked some open ended question which was really great. In your blog you have mentioned about the creativity of the child that was involved in the scissors activity. “Creativity is the ability to look at things differently, make surprising connections, and generate useful products” (Isenberg & Jalongo, 2001, p. 467). I agree with your statements in the reflection. I also found it interesting to see the different kinds of scissors used in past years. It gave me the ideas how the reflection flows in the steps like you have done with the children. In your blog you have extended the children’s interest from non- digital to digital technology. “It is important to follow children’s interests when planning for learning because children learn best if what they are learning relates to what they care about” (Gonzales-Mena 2008). This reflection has extended my thoughts of how I can do better in my reflection. You have put the main points under the pictures of different scissors from the olden days and in what centuries the scissors were used as a non-digital device. Once again well done for the great reflection of technology. Te Whāriki states children use variety of technologies for different purposes as they explore (Ministry of Education, 1996).