Remember the days when you did not have to worry about paying those bills, getting to work on time, or fixing that leak in your ceiling? Instead, you were actively engaged in playing with your neighborhood friends. Sure, it seems hard to imagine that those "play-dates" helped you grow into the person that you are today but they indeed did. Play was essential to your development cognitively, physically, socially and emotionally. Did you know that play is a child's right? Every single child has a right to play, to discover, and to actively explore their environment, including those with special needs.
Because play is such a vital part of early childhood education, it should be offered in easy, accesible ways for all children. Therefore, considerations must be taken in the classroom to adapt learning materials or toys so that children with disabilities are offered the same experience. Universally designed materials are those that are accessible, flexible, and adjustable that can be used by all children in the classroom.
Children with disabilities are able to participate in play and do so independently through the use of assistive technology. These devices make it easier for children to move around, communicate and interact with the materials. Most importantly, these devices allow these children to develop through play!
"Although software programs are designed for all children, babies with disabilities may find additional benefits. For them, computer activities can simulate traditional play sequences that are easier to control. For example, a child who likes to watch block towers being built and then knocked down, but is unable to experience this himself due to physical limitations, can do it "all by himself" with the press of a single key, mouse or switch. " -Let's Play! Project
*Let's Play! Project is a great resource for parents, general education teachers, special education teachers, occupational therapists, or anyone who directly interacts with children who have disabilities!
It is very crucial for early childhood educators to be aware that a child with a disability still has a right to play. It is important to have a planned approach to make this child's play experience as socially, physically, cognitively and emotionally developmental as possible. Sometimes when people hear the words, "making adaptions," they might think this process is complicated. It's as if someone has suddendly asked them to build the Sears Tower in a day. When in reality, making adaptions can be as simple as changing the appearance or feel of a toy by adding glued yarn. They are very simple adaptions but they can greatly change the experience for the children! "Adapting Toys" is a great article on modifying toys for children who have difficulties in reaching, locating, stablizing, etc,.
As an aspiring early childhood educator, I believe play is an experience that should not be forgotten or missed out on by any child. Let's not forget children with disabilities or children from low socioeconomic statuses who need play just as much, if not more. Play truly is the beginning of knowledge for children. It teaches children imagination, cause and effect, self-advocacy skills, social skills, and so much more.
As I've grown up, I've realized that the whole world is really just a giant playground;a playground that I would not have known how to interact on had I not discovered, had I not actively experienced the world, had I not played!
Sunday, October 10, 2010
Sunday, October 3, 2010
Fairness and Equality with Technology in the Classroom
...In response to a comment on my last post, "how do you respond to issues of 'fairness' or 'equality' with regard to providing technology to some students in the classroom and not others?"
My response: Maybe we should start by teaching children what the definition of fair and equality really mean...
In regards to fairness, I think about situations that may occur in providing technology for those who need the assistance versus those who are "fine without it." For instance, what happens if the student who is perfectly capable of reading without assistance finds it unfair that another student uses technology to read the book? I don't want my students to think that other students are recieving what they might percieve of as an "advantage" over other students. On that note, I think we do need to start by teaching children what the words "fair" and "equal" really mean. Sometimes I feel that some teachers underestimate what children are capable of understanding. As an aspiring early childhood educator, I think that children at a young age are capable of understanding the differences amoung us and the fact that not everyone learns the same way. They may not completely grasp the concept, but I think the issue needs to be addressed as early as possible. I also believe that positive reinforcement is essential in enforcing fairness and equality. Always remind your students (whether they are using technology as an aid or not) that they are doing a great job; emphasizing that you appreciate their eagerness to learn and their ability to complete activities in whichever way works best for them.
AND...
All students should have access to technology in the classroom! In my eyes, I see the teacher,with the child who is dyslexic in the classroom, introducing a book on audio tape to the whole classroom. This is beneficial for both the child who is dyslexic and the children who are not. The teacher should offer the option to everyone, yet they should still encourage those who are capable of reading without the tape. I also visualize the students collaborating without the use of technology. The child who reads well without the audio can read out loud to the child who learns better through the audio;this can easily emphasize cooperation skills. Maybe the teacher can even plan a lesson where half of the children can be recorded reading pages in the book and half of the children can listen to the recordings in the book. Of course, this is only one example and we must also consider how to emphasize fairness with other assistive technology devices. Therefore, the technology is going to be different for each individual children. As I stated before, though,I think the option should be introduced to the class as a whole first.
The truth is that I'm not sure how to make technology fair to all quite yet. I am merely stepping into becoming a teacher but I do believe that I need to be prepared to "do as I say and say as I do."Any teacher can say, "Yeah, I think technology is great for children," but it seems that they're not putting forth effort to advocate for what they supposely believe in.
Also, it's not just a want...
I am currently in my clinical observations and the amount of technology use in the classroom that I see is very,very minumum. It is scary yet it makes sense at the same time. Most of the teachers have been in the profession before the "technology generation" hit which causes a difficulty in understanding the benefits of technology. They think, "I've never had to use it before." Well, that may perfectly well be the case but should that ever, ever be an excuse? In my opinion, no. There is a new wave of students entering schools who need to be exposed to technology because it is a part of their life now. Even children who do not have the use of technology at home strive to be exposed to it because their generation is exploding with technology. I feel that some people might think of tecnology as a "cool new pair of Nike's," that every child wants. You know, the child comes home and begs mom and dad to buy him the new pair of shoes that Bobby and John have. If they don't, his reputation will just be ruined! If that were the case, then my generation would have been called the " Power Rangers generation."
Technology is not just a fad or the coolest new pair of Nike's that children want. It's what they need. It has benefits and possiblites for the future, the future that our children will be living in.
My response: Maybe we should start by teaching children what the definition of fair and equality really mean...
In regards to fairness, I think about situations that may occur in providing technology for those who need the assistance versus those who are "fine without it." For instance, what happens if the student who is perfectly capable of reading without assistance finds it unfair that another student uses technology to read the book? I don't want my students to think that other students are recieving what they might percieve of as an "advantage" over other students. On that note, I think we do need to start by teaching children what the words "fair" and "equal" really mean. Sometimes I feel that some teachers underestimate what children are capable of understanding. As an aspiring early childhood educator, I think that children at a young age are capable of understanding the differences amoung us and the fact that not everyone learns the same way. They may not completely grasp the concept, but I think the issue needs to be addressed as early as possible. I also believe that positive reinforcement is essential in enforcing fairness and equality. Always remind your students (whether they are using technology as an aid or not) that they are doing a great job; emphasizing that you appreciate their eagerness to learn and their ability to complete activities in whichever way works best for them.
AND...
All students should have access to technology in the classroom! In my eyes, I see the teacher,with the child who is dyslexic in the classroom, introducing a book on audio tape to the whole classroom. This is beneficial for both the child who is dyslexic and the children who are not. The teacher should offer the option to everyone, yet they should still encourage those who are capable of reading without the tape. I also visualize the students collaborating without the use of technology. The child who reads well without the audio can read out loud to the child who learns better through the audio;this can easily emphasize cooperation skills. Maybe the teacher can even plan a lesson where half of the children can be recorded reading pages in the book and half of the children can listen to the recordings in the book. Of course, this is only one example and we must also consider how to emphasize fairness with other assistive technology devices. Therefore, the technology is going to be different for each individual children. As I stated before, though,I think the option should be introduced to the class as a whole first.
The truth is that I'm not sure how to make technology fair to all quite yet. I am merely stepping into becoming a teacher but I do believe that I need to be prepared to "do as I say and say as I do."Any teacher can say, "Yeah, I think technology is great for children," but it seems that they're not putting forth effort to advocate for what they supposely believe in.
Also, it's not just a want...
I am currently in my clinical observations and the amount of technology use in the classroom that I see is very,very minumum. It is scary yet it makes sense at the same time. Most of the teachers have been in the profession before the "technology generation" hit which causes a difficulty in understanding the benefits of technology. They think, "I've never had to use it before." Well, that may perfectly well be the case but should that ever, ever be an excuse? In my opinion, no. There is a new wave of students entering schools who need to be exposed to technology because it is a part of their life now. Even children who do not have the use of technology at home strive to be exposed to it because their generation is exploding with technology. I feel that some people might think of tecnology as a "cool new pair of Nike's," that every child wants. You know, the child comes home and begs mom and dad to buy him the new pair of shoes that Bobby and John have. If they don't, his reputation will just be ruined! If that were the case, then my generation would have been called the " Power Rangers generation."
Technology is not just a fad or the coolest new pair of Nike's that children want. It's what they need. It has benefits and possiblites for the future, the future that our children will be living in.
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