Lava, Lava, Exploding LAVA!!!

Date: 12 April 2011

From observation I have noticed that W has a keen interest in this area of science and nature, which has been for the last 4 weeks. Today W arrived with mum, and informed me that he had a brochure about Volcanoes in his bag he got from the museum. Mitchell, (2007) suggests that through the daily communication that takes place between parents and educators we are able to extend on childrens current interest here in the centre with the uses of technology. In order to have meaningful experiences with children we must have open communication and effective realationships with parents (Arthur, Beecher, Death, Docket & Farmer, 2008).

I had a suggestion that perhaps we can go on the computer and look at volcanoes. First we sat down and read his brochure and looked at the pictures and read about volcanoes. We discussed many aspects about volcanoes in which. we discussed how they sleep, about ash before they explode, and how hot the lava can be. W mentioned his dad also told him that as well. So after a while we went to the computer into the office and I could tell that W was very eager and keen to see volcanoes erupting as he said he hadn’t seen one before. I explained to him that we are going on youtube, he then asked me what youtube is.  I described youtube is a place on the computer where we are able to see lots of videos and also find lots of information about lots of things. He sat down, and I typed in volcanoes.

I let W choose the ones he thought looked interesting on the side bar. We sat and watched a handful of different footage and these are some of the things W said:

 “The rock’s is where the lava comes from”.

“Wow, lots of black smoke”.

“Volcanoes sleep, but this one’s awake because it explodes lava”.

“The ground is rocking when they wake up”.

“It will hurt if you put your fingers in it (lava)”.

I believe I scaffolded W’s learning through his extended interest. Smorti (1999) suggests we must scaffold children’s learning in the area of technology, but first we need to broaden our own understanding of technology.

Through W’s current interest he is learning about the various uses of technology. Children today are certainly technologically oriented. Morrison (2009) describes them as the dot-com generation and that their growth, development and learning are now tied to large doses of TV, videos, and computer games in the home. This can have conflicting positives, but with positives you get negatives.  Research has indicated that computer supplemented programmes do not replace highly valued areas such as arts, books, blocks etc. So Computers must not be over used in such environments, and moderation and learning centred use of the computers is essential. Mitchell (2007) suggests that ICT technology is a great tool to extend on knowledge, and also fosters exploration.

In the society we live in today we must acknowledge we are cybercitizens and that the use of computers is widely spread throughout the world. We must consider all avenues of the use of computers, especially safety. I enjoyed the netsafe speech in class and enjoyed the discussion as educators we need to assess whether the risks outway the benefits. On review while writing this blog I definitely consider the benefits outway the risks and that their are endless learning possibilities for children in this case (Netsafe, 2008).

W is also developing working theories about planet earth and beyond. He is extending his current knowledge and building on that knowledge, through social interaction with me and the various uses of ICT technology. He is also developing an understanding of how the world works and important aspects of science and nature (Ministry of Education, 1996).

I then said to W that I am going to type a learning story for him, so he can show his mum what he did today. I called him into the office later in the day and read to him the learning story on the computer and asked him if that was ok. I asked him to go stand by the printer on the chair to collect it when it comes out. We then sat and read the printed version before putting one in his portfolio and on the wall to show his mum.

Arthur,L., Beecher, B., Death, E., Docket, S., & Farmer, S. (2008) Programming and Planning in early childhood settings. (4^th ed.) Victoria: Thompson.

Ministry of Education. (1996). Te Whariki: He Whariki mautauranga mo nga mokopuna O Aotearoa. Wellington, New Zealand: Learning Media.


NetSafe. (2008). Netsafe kit for ECE. Wellington. New Zealand: Ministry of Education

Mitchell, L. M. (2007). Using technology in Reggio Emilia-Inspired Programs. Theory Into Practice, 46 (1), pp. 32-39.

Morrison, G. (2009). Early childhood education today. 11^th (ed). New Jersey:  Pearson

Printing. Smorti, S. (1999).Technology in. EarlyChildhood EarlyEducation,    No.19 Autumn   1999, 5-1