Learning feels like...

everything and every moment is very special

[everysweetday]

Christmas Dance Party~

A way to encourage children to get their bodies moving is to play music. My learning story took place in December. I wanted to implement music into children’s learning so I decided to create an activity that encouraged children to listen and dance along to the music. Rather than using the albums that my placement had in the classroom. I decided to explore many different genres of music that were appropriate for school-age children. I was able to find an album that I really liked and it was by Kidz Bop Kids. I continued to explore and see what albums or songs I wanted to save in my playlist and I discovered an album that had Christmas songs.

When I listened to it, I knew this was it. Since we were close to Christmas, I believed it was a great opportunity to introduce children to Christmas songs that were engaging for them. When it was time to do my activity, I brought my Bluetooth speakers into the classroom. I introduced the children to what we were going to do. They were really excited and started jumping up and down. When I connected my phone to the speakers and played the songs. Some children were singing along to the lyrics while others were holding hands and spinning around. 

“You’re A Mean One, Mr.Grinch” and “Rockin’ Around The Christmas Tree” were the top 2 songs that everyone enjoyed listening and singing along to. 

The educators really liked how the activity created a positive experience for the children so they wanted me to continue to bring my speakers in for the next few weeks until it was my last day. Educators should encourage themselves to engage with the children by dancing along with them. They can also provide children instruments or materials that will allow them to move along with the music.

I learned that children will dance to songs that are engaging for them whether it is it Christmas or Halloween themed songs, Disney, JPOP or KPOP songs. I believe if I had another opportunity to implement music into children’s learning, I would have created a playlist that introduced cultural music. It will allow children to explore different types of genres and listen to different languages. Educators can use songs such as 

Boy With Love by BTS 

Candy Pop by Twice 

 La Copa de la Vida by Ricky Martin

These songs provide opportunities for children to explore a variety of languages that will allow them to expand their awareness of the different cultures through music. Educators can also search up playlists that are calm and soothing in different languages during their sleep time.

I discovered the songs in the playlist is relaxing and they can put children to sleep since they almost put me to sleep also!

Another way educator can expand the different languages through music by encouraging parents to bring in albums or recommend songs that are kids age appropriate. Educators should continue to research and explore more about how they can introduce diversity into children’s learning and into the classroom. As some educators have different cultural materials displayed in the classroom, I believe children aren’t really exploring or learning about it. Educators are using it for a display to promote diversity rather than implementing into the children’s learning and activity. If an educator doesn’t want to play music through speakers, they can use Just Dance videos which will encourage children to be engaged into the activity as they follow along with the music and the movements.

As an early childhood educator, I believe when I am implementing music into children’s learning, we can find different ways to encourage children to be engaged in the activity. For instance, children can improve their gross and fine motor skills by using instruments and they can interact with their peers. They can also listen to music while they eat during snack and lunch time because it can encourage them to communicate with their peers about the song. As mentioned above, the songs provide opportunities for children to explore a variety of languages. We can teach children about diversity in other ways that do not involve music. We can also read books that explains about different cultures. Moreover, I want to explore more ways to promote diversity in the classroom by implementing music into children’s learning.

[everysweetday]

Review of Educational Game: Nature Cat's Great Outdoors

Nature Cat’s Great Outdoors is part of PBS KIDS as the app can be accessed through an iOS or Android device and pbskids.org. It encourages children from the age of 4 to 8 years old to learn, explore and build their skills they may need in school or outside of school.

The app focuses on exploring nature as it creates new nature opportunities for children to learn and experience everyday. It encourages children to enjoy and be creative as they are exploring and using tools to observe, write down and share their observations. They can explore anywhere with any kind of weather, rain or sunny, in the backyard, at a park or just by looking out the window. Nature Cats has over 100 daily nature adventures that will encourage children to observe their surroundings around them through using a compass, taking pictures, recording sounds, and using journals to record their observations. 

For instance, if it is snowing outside, they can go outside and take pictures of the snow on the ground or their footprints in the snow. If they discover a butterfly or a bird, they can draw a picture based on what they observed. If they discover a sound that leaves make when you step on it, they can record the sound. Afterwards, they can put together what they have, pictures, drawings or sounds into their journal and they can customize it by using art tools! As children continue to complete their daily adventures, they will earn badges and stickers for their nature journal.

Why did I pick Nature Cat’s Great Outdoor to review?

When I think about children using technology at home. I would picture them sitting on the couch with their tablets on their laps as they absorbed information from the screen. We can encourage children to use technology in a different way, which is why Nature Cat’s Great Outdoor can create positive experiences for children to learn and discover new things. By encouraging them to get off the couch as they walk out through those doors with the devices in their hands, they can explore and discover nature such as the weather, organisms and so on. It provides additional facts according to their tasks. Not only does the app focus in the area of science, it focuses on literacy and creativity. Children can use their creativity skills when they implement their pictures, drawings or sounds into their journal, they can use the digital tools to create their documentation. As their daily adventures are saved, children can go back and review what they discovered and explored in the journal anytime. Parents can also be involved in Nature Cat’s Great Outdoor with their child as well. For insurance, the parents can help their child when they are having difficulties with their tasks. Their child can share and discuss what they did and discovered throughout the process of their adventure in the journal.

If a childcare profession decides to use Nature's Cat’s Great Outdoor, the app provides many features:

When children are observing and exploring the graphic, animation, video and audio of the app (Goyne et al, 2000, p. 346), the design and look of Nature’s Cat’s Great Outdoor will capture childrens’ attention because it looks realistic and colourful as it “bring concepts to life” (Goyne et al, 2000, p. 346). It will encourage children to explore the game because it looks entertaining and exciting in their perspective. The app also “accommodates students with diverse learning styles and preferences” (Goyne et al, 2000, p. 346).  Instead of having children focusing on completing the task that is provided on screen. It provides children with hands-on experiences and it has different features in the game such as using a camera to take a picture or using the microphone to record the sound.

Children can make their own choices of what tasks they would like to do (Goyne et al., 2000, p. 346). Not only does the app give children a lot of choices, but they can also work with their peers. For example, the task asks, “take a photo of your favourite flower!” It will encourage them to explore together by helping each other to find a flower so they can capture it. It will keep the children engaged in completing their task. (Goyne et al., 2000, p. 346). When children open their journals, they can look back to what they saved with their peers, parents or caregivers by sharing what they discovered and created. 

The app also allows children to interact and engage with each other if they planned on working together as a group. If they want to complete a task, one person can have the device in their hand while the others are searching for the task. No matter where children are going with their devices, they can move in many directions in different areas. (Goyne et al., 2000, p. 346) In order to find what they need in order to complete their nature adventures! (Goyne et al., 2000, p. 346). They’re not required to sit down as they are using the electronic devices, it encourages them to move around and explore freely.

The app provides excitement for children as “enjoyment is an important design element” when they explore the app (Goyne et al., 2000, p. 347). Children are encouraged to use their camera or recording a sound while they are exploring and completing their daily nature adventures. If they want to sit down and relax, they can also draw and customize their journals once they have collected everything. The app has provided many opportunities for them to use the app based on the weather, if it is sunny, rainy or they want to do it indoors. 

While children are completing daily nature adventures, they are going to discover something they haven't learned yet. Having a picture and information that are provided with “a realistic context in which students can apply subject-matter concepts” (Goyne et al., 2000, p. 347). When children are viewing the image, it will help children have a better understanding of the meaning behind it. It will expand on children’s knowledge and understanding when they are learning something new!

There are some limitations I was able to identified within the app:

Some children like having games that are challenging as it encourages them to work harder. The app doesn’t have “levels of difficulty or complexity” (Goyne et al., 2000, p. 346). The game provides activities for children to complete as they go on an adventure to observe, explore and discover their surroundings. There will be some tasks that will be difficult for children to complete but the game doesn’t offer the experience of increasing “the challenge at their own pace” (Goyne et al., 2000, p. 346). When children finish one task, there will be another task they can decide to do. However, it doesn’t offer what levels they would like to do based on the difficulty.

The app itself doesn’t provide “Feedback that is timely, encouraging, and provides a feeling of “high error tolerance”” (Goyne et al., 2000, p. 347). If a child is having difficulty with one of the tasks, they can select another task to complete. The app doesn’t provide instructions on how they need to complete the task, it is mostly based on exploration. It also doesn’t have a system where parents or educators can keep track of the score or what children have completed (Goyne et al., 2000, p. 347). Rather, children can decide if they would like to share what they did in their journals.

While children are exploring and searching for what they need according to their tasks. The game doesn’t provide the opportunity to practice as “extensive practice helps students achieve such automaticity.” (Goyne et al., 2000, p. 347). It is important for children to learn how to practice as it helps children “achieve higher-order thinking within a domain, they need to achieve automaticity with a certain amount of material” (Goyne et al., 2000, p. 346). The app isn’t designed for children to practice a skill, or to test their understanding. It is encouraging children to go outside and to start searching according to their daily adventures.

Here are a few tips or recommendations for educators who wish to use Nature Cat’s Great Outdoors for their learning environment.

After educators have introduced the app to the children in the classroom, they should observe and determine if the game is providing positive learning opportunities for the children. It is important for educators to decide if the game provides “some degree of learner control and that accommodate a variety of learning styles and preferences” (Goyne et al., 2000, p. 346). For instance, some educators may prefer using technology in class only whereas some may see it as a new opportunity to implement technology into outdoor play.

Educators should also consider finding some time to try out the game, review and decide if the game is the right fit for children’s learning. They need to make sure if it is the appropriate age group for their students to use as well as the number of students who are able to use it.

References

Goyne, J. S., McDonough, S. K., & Padgett, D. D. (2000). Practical guidelines for evaluating educational software. The Clearing House, 73(6), 345-348. https://search-proquest-com.library.sheridanc.on.ca/docview/196888945/fulltextPDF

PBS Kids. (n.d). Nature Cat's Great Outdoors. https://pbskids.org/apps/nature-cats-great-outdoors.html

PBS Kids. (n.d). Nature Cat’s Great Outdoors. [Mobile application].  https://play.google.com/store/apps/details?id=org.pbskids.naturecatsgreatoutdoors&hl=en_CA&gl=US

[everysweetday]

In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi

The article explains parents or caretaker can provide support towards their children's learning through the use of science apps. Science apps provides opportunities for children to build their knowledge, skills and experiences on digital science games that can stimulate real life activities. They did a research on an app called The PBS KIDS Play and Learn Science which support children’s hands-on activities as well as providing resources to assist parents and families in demonstrating their children’s experiences in digital science learning. Researchers were exploring, engaging and supporting families’ interaction to see how families can support their children’s science learning. As a result, the influence on the app has provided positive experiences for children in learning and expanded their vocabulary in science. As the article provided five strategies the parents were using that are helpful towards the children's learning, it is important for parents to feel comfortable and confidence when they are exploring apps that can support their children’s interaction, engagement and exploration in science. 

The article provided useful strategies on how parents can support and become more involved with their children's learning through the use of technology. Parents can explore more apps that will help children learn in different subjects other than science. For example, parents can download an app called Kiddopia - ABC Toddler Games. This will provide children opportunities to learn their literacy as well as math. One of the strategies in the article explains, parental involvement is important. Parents can improve their children’s learning by observing what they are doing and engaging with them by asking open-ended questions that will allow the child to explore their ideas and interest. It will create more positive experiences for children to learn when they are interacting with other people in the household. They can improve their communication skills when they are discussing what they learned or did while using the app. Overall, the five strategies provided information, suggestions, connections and such on for parents to use when they are engaging with the children through the use of the app.

As an ECE professional, the article has shown me that it is important for parents to be involved with their children’s learning through the use of technology at home because it has a positive impact on children’s learning. The use of technology allows parents to explore apps, such as the PBS KIDS Play and Learn app. It allows parents to understand that technology can provide a lot of opportunities and exploration for children to learn science based on hands-on and stimulating real life activities of science concepts at home, such as Water Games, Ramp and Roll, Gear Up, Shadow Play and Weather Control. The use of technology has provided different positive experiences that will help and encourage children to enhance and build their skills. 

It connects to my pedagogy and philosophy of ECE as technology is evolving and becoming more involved with children’s learning. Technology has been providing positive opportunities and experiences for children to learn and develop skills when they are using it. Each apps provide different learning techniques and concepts. I believe when we provide children technology with different apps that covers each subject, they are able to learn and share their experiences on what they learned throughout at school, at home with their peers, educators or families.