Science and Technology in Childcare

Science and Technology in Childcare Introduction This paper identifies the everyday concept in relation to science, a broad topic and the appropriate scientific concepts which can be introduced to the children. Using Slowmation as a digital resource, it can be used to develop to support the concept development and the storyboard to designate steps from everyday to scientific concepts. The ‘everyday concept’ identified From the observations obtained from the first assignment, the everyday concept identified is that â€Å"the plants are thirsty†, according to Ann’s theory as she waters the plants daily. From her understanding, the leaves are always thirsty and by watering on the leaves, it will not be thirsty anymore. Hedegaard and Chaiklin (as cited in Robbins, 2012) recommended that the most effective for learning happens when educators intentionally takes into children’s account. By identifying Ann’s everyday concept, I can then extend her understanding in scientific concepts through intentional and purposeful facilitation. This everyday concept can be utilized as a starting point for science experiences (Anderson, Ellis, Jones, 2014). Topic chosen and â€Å"Scientific Concepts’ Based on the everyday concept which I have identified, Plants would be the broad topic for children to find out more. As children are active and competent learners (Stoecklin, 2012), this topic would encourage children to have hands-on interaction, play and discovery as they would be involve in planting little seeds, which lead to understanding the scientific concepts relating from their everyday concepts. Children often began to ask questioning and engaging with natural and physical world which resulted in children constructing their own hypotheses from their everyday experiences (Anderson, Ellis, Jones, 2014). These concepts which children had organized does not have to be replaced, instead, it can be rationalised through facilitation (Anderson, Ellis, Jones, 2014). These are the specific scientific concepts that I aimed for the children in my class to understand: Most plants need water, light, minerals, warmth, air, Plants get the water from their roots Seeds grow into plants with roots, stems, leaves, and flowers Some plants grow from roots A plant’s roots use the soil to hold the plant in place. The plant can grow tall if it has a strong base. I have revisited some of these scientific concepts to assist me in supporting the children’s learning and develop it into digital teaching resource. According to Science of Life Explorations (n.d.), it explains what a plant need for growth. Each segment describes the environmental factors affected the growth of a plant. Too much or too little of each factor will slow down the development of the plant. To support Ann’s learning of her everyday concept â€Å"plants are thirsty† and relating to the scientific concept â€Å"plants need water and sun to grow†, I read up the factors affecting the growth of a plant and I learnt that too much water can make a plant die as plant’s roots need space and air to breathe. I also looked up â€Å"How Stuff Works† to find out more about how water helps in growth of the plant. In my readings, I reaffirmed that plants take in water through their roots and plants need water to support them (Freeman, n.d.). Thus, in my preparation for my resource, I will include this science concept in my digital resource. In addition, I also learnt that these scientific concepts are interlinked. To understand the growth of a plant, these are important factors which I hope the children will eventually understand as part of their potential learning progress. Digital Resource The digital resource that I would choose to develop to support and share this concept development would be to use slowmation. â€Å"Slowmation† (abbreviated from â€Å"Slow Animation†) is a simplified way of telling a story or explaining a concept that is played slowly at two second per second (Fleer Hoban, 2012). I believe that by using ‘slowmation’, I am able to share with the teachers on how this digital resource can be a pedagogical for refining their science teaching. Slowmation is being used as a method of encouraging teachers to begin to identify their children’s understanding in relation to their science topic which they are investigating (Keast, Cooper, Berry, Loughran, Hoban, 2010). Slowmation can be created through these five connecting representations (McKnight, Hoban and Nielsen, 2011). The first step is to write down notes from prior experiences, followed by using a storyboard to plan for animation to making simple models or using cameras to captures of models and moving them manually and lastly to create the animation. Although Slowmation is similar to clay animation and digital storytelling, it is easier to be implemented in a classroom and it displays the features like purpose, timing, orientation, materials and technology (Hoban, Nielsen, 2012). In relating back to the science concept, the growth of a plant can be narrated using Slowmation. In this case, I decide to pick a sunflower seed to demonstrate the growth of the plant. The purpose would be to explain on how a sunflower would grow from a seed. Children’s knowledge gained on the things such as sunlight and water which a sunflower needed to grow can be narrated in the animation. Fewer photos will be needed as animation is played slowly. The orientation of the models are usually in 2D, hence, it can be placed on the table and makes it easier to manipulate while capturing the photos. The materials used for the animation are easily available as it can be dough, drawings, pictures or 3D objects such as rocks, leaves, or seeds. This will be further explained in the storyboard. When teachers have gathered the children’s understanding science concepts about plants, it can be added into the animation and explain it in the narrative form. The main idea of slowmation is that a narration can be added to explain a particular science concept while the models are animated as in a narrated flip book (McKnight, Hoban and Nielsen, 2011). In a research done by Keast et al., (2010), they mentioned that Slowmation were most effective when the concept is self-contained and easy to summarise and represent after a series of lessons. It is also suggested that teachers who were introduced to Slowmation had incorporated into their teaching had benefited their children’s learning as it has helped them to better understand how their students developed their undemanding in their science concepts (Keast et al., (2010). Storyboard – Reviewing on the scientific concepts based on the growing of a plant Slowmation worked well as a review for the topic, taking in the major concepts of the topic (Keast et al., 2010). Taking into considerations from the everyday concepts identified, the storyboard described how the everyday concept leads to scientific concepts. Based on their knowledge gained, the children can narrate the story. The story began where Ann likes to water the plants then to finding out how plants grow using sunflower seeds. They can use dough to make a sunflower or even used a real sunflower in the story. While introducing the tools for planting, the real objects can be captured to include it in the Slowmation. In the following sequence of the story, children can draw out each stage of the plant, until it turned into a sunflower. Each step is carefully planned in such a way that the information that is needed to be shared is drawn. As the animation is play slowly at two frames per second, the children are able to view the process of the plant growing as part of the reflection. They will also explain the nutrients the plant need in order to growth and identifying the parts of the plant. To conclude the animation, a song about a little seed (refer to Appendix 2) can be added at the end of the story. In this storyboard, it is also clearly explained what plants need in order for it to grow, how a tiny seed grow into plants with roots, stems, leaves and flowers by using a sunflower to demonstrate the scientific concepts. Supporting Children’s Further Learning of the Scientific Concepts In addition to the digital resource, I would plan for an environmental project, in this case creating a garden to further enhance the environment and at the same time, the children would be applying the scientific concepts which they have learnt while embarking on this project. In addition to that, the children would also be exposed to learning about sustainable development. Banks (as cited in Fleer, Jane, 2011) reasoned that children should be practiced at thinking at a social, environmental, cost-effective, technical, moral and social level. While creating a garden to further enhance on the school environment, the children would further develop more scientific concepts such as growing root vegetables such as carrots, onions, garlic by placing these vegetables into the soil. The children will also be involved in technological thinking skills as they are thinking about their environment in school, designing and planning how they would want to create their garden. They will be using their imagination and creativity to create their garden. For example, the children may use materials they could use for their planters. This could an empty bottle, a container or even a tyre. Vygotsky (as cited in Fleer Jane, 2011, p. 89) mentioned that â€Å"imagination is not just an idle mental amusement, not merely an activity without consequences in reality, but rather a function essential to life†. The children also explore how to use gardening tools while doing planting. While planning, designing meaningful experiences for the children, the Ministry of Education (MOE) in Singapore has developed the iTeach principles to set as a guide for educators to take into consideration during their preparation in engaging with the children in bringing in everyday and scientific concepts together. â€Å"Teachers as facilitators of learning† (MOE, 2012) extended and scaffold the children’s learning through their abilities and experiences. This can relate to Rogoff’s three lenses of analysis on how educators can observe their children in school (Robbins, Bartlett, Jane, 2006). â€Å"Children learn when they are engaged in play that enjoyable and thoughtfully planned† (MOE, 2012, p. 34). This statement describes that play is the main tool for children to explore and learn in the environment. When children are engaged in purposeful play, the children are involved in not just only play, but bringing in active participation of children exploring, developing and applying their skills and knowledge based on their cultural, interests and abilities (MOE, 2012). In relating back to the everyday concept identified, Ann’s interest was displayed as she was watering the plants and this led to exploring more scientific concepts such as plants gets water from their roots, and find out what plants need in order to grow. As an educator, I have to constantly reflect on my teaching on how I can thoughtfully create stimulating and challenging environment that provoke children’s curiosity and sustain meaningful learning (Children’s Services Central, 2012). With â€Å"intentional teaching† (Children’s Services Central, 2012) in mind, I would place materials and tools purposeful and deliberately for children to notice and make use of them. I would also carefully choose the contextual learning environment for children to be engaged in. As my centre has a luxury of greenery space, it will definitely benefit the children’s learning in this authentic learning context where children construct more everyday concepts and relating it to the scientific concepts making real and relevant to the real world (MOE, 2012). Conclusion As an educator, it is important for me to understand how much the child already knows, how I can enhance the learning potential by bringing in personal experiences and incorporating intentional teaching while making use of the cultural influences and context available. The learning does not end once the child knows; it should be a learning journey for the children as they apply the skills in the real world. For educators, we should make an effort to increase our knowledge in science and develop confidence in teaching science (Robbins, 2012). Using digital resource has definitely helped me in explaining science concepts and made it easier for children and teachers to understand. References Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Anderson, J. L., Ellis, J. P., Jones, A. M. (2014). Understanding Early Elementary Childrens Conceptual Knowledge of Plant Structure and Function through Drawings. CBE-Life Sciences Education, 13(3), 375-386. Fleer, M., Hoban, G. (2012). Using Slowmation in early childhood centres: Possibilities and imaginings for intentional teaching. Australasian Journal of Early Childhood, 37(2), 61-70. Keast, S., Cooper, R., Berry, A., Loughran, J., Hoban, G. (2010). Slowmation as a pedagogical scaffold for improving science teaching and learning. McKnight, A., Hoban, G., Nielsen, W. (2011). Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers awareness of. Australasian Journal of Educational Technology, 27(1), 41-54. Hoban, G., Nielsen, W. (2012). Using â€Å"Slowmation† to enable preservice primary teachers to create multimodal representations of science concepts. Research in Science Education, 42(6), 1101-1119. http://www.cscentral.org.au/Resources/intentional-teaching-web.pdf http://www.letstalkscience.ca/hands-on-activities/life-science/how-do-plants-soak-up-water.html http://science.howstuffworks.com/environmental/earth/geophysics/h2o5.htm Appendices Appendix 1 Appendix 2 Little Seed Rhyme First you take a little seed And plant it in the ground Then you pour some water on And let the sun shine down And watch it grow and grow and grow and grow Grow it up to the sun sun sun And let it bloom and bloom and bloom and bloom Flowers for everyone Name: Loo Si Hui Student ID: 25687514 Page 1

Abortion: A Freedom of Choice Essays -- Argumentative Persuasive Essay

Abortion: A Freedom of Choice During the last twenty-five years, abortion has been one of the most heated topics being debated the world. The only topics that equal the abortion debate are race and war. Abortion is a discussion of human interaction where ethics, emotions, and law come together. People have different opinions usually only have two choices when confronted with abortion. They are either for it or against it. There is the pro-choice and the pro-life. These are the only two categories that people?s views fall into. A pro-choice person would feel that the decision to abort a pregnancy is that of the mothers and the government has no right to interfere. A pro-lifer would hold that from the moment of conception, the embryo or foetus is alive. Since this embryo or foetus is alive and is a person you have no moral right to abort a life. If you aborted the life you would be committing murder. The word ?murder? is mainly used by pro-lifers to describe what happens when you abort a foetus. Murder means deliberate and unjustified killing of another person containing intent. A women cannot bear the thought of having a child that would be a constant reminder of what happened on such and such a day, such and such number of years ago. The mother doesn?t want to kill a baby; she wants to interrupt the growth of an embryo so that it will not become a baby. My own personal opinion is that each woman has the right to decide whether she wants to abort an unwanted preg...

Marketing Strategies Of Greenwich Pizza Essay

Greenwich re-invents itself more with a more dynamic â€Å"G† logo to attract more customers. This brand look is also an indication of how attuned the company is with the ever-changing times and evolving customer lifestyles. From its previous dark green and red color scheme, Greenwich stores were redesigned with a contemporary motif using the brighter and more dynamic colors of brilliant green and vivid rose. The new colors and graphics help create a livelier, more inviting ambience in Greenwich stores. In addition to this, the new corporate visual identity graphics exhibit the dynamism of the brand. This new look is also complemented by crunchier and tastier pizza products. With rich loads of toppings on crunchy pizza crust, Greenwich created an ideal balance between the customer’s expectations of product quality and taste and a pleasant dining experience. A whole new look, a whole new Greenwich! This is part of Greenwich’s continuing effort to reach out to pizza lovers all over the Philippines. POWERFUL ADVERTISING Greenwich aggressively harnesses tri-media to communicate all the benefits consumers can enjoy at Greenwich. This is augmented by the use of outdoor advertising materials and merchandising collaterals that help heighten public awareness of Greenwich offerings. All these complete effective campaigns and exciting promotions that inevitably translate to high sales performance. Greenwich focuses its marketing campaign on the yindie groups and the strategy has worked wonders. The term â€Å"yindie† has been around for a while now, although it did not become a buzz word like â€Å"yuppie. †It is defined in dictionaries as an informal term referring to a person who combines a lucrative career with non-mainstream tastes. From a pizza chain that was ranked five years ago somewhere in the bottom of the industry ladder with other small pizza stores, Greenwich has become the No. 1 pizza chain in the country, accounting for at least 60 percent of the P5-billion market. â€Å"Our market share is now bigger than those of the other two major pizza chains in the country, combined,† says Luis U. Velasco III, marketing director of Fresh N’ Famous Foods Inc. , maker of Greenwich pizza and a member-company of the Jollibee Foods group. Velascosaysthecampaignfocusingonthebarkadasstartedwhen,after conducting research five years ago, the company realized it was nowhere to be found in the pizza industry’s list of major players. It was lumped with the rest of small players, which were hardly making a dent in the pizza market. â€Å"We decided that we want our brand to be stronger in the minds of our consumers. We took a closer look at our products, identified our strongest offering, which is pizza, and studied its characteristics. We then looked for the type of market that we wanted to talk to,† Velasco recounts. â€Å"Pizza is a fun product, adventurous considering the many kinds of toppings one can put on it, less formal as you eat it with your bare hands whether sitting or standing and it is a type of food that people enjoy eating when shared,† he says. Given the characteristics of its main product offering, it was decided that Greenwich pizza and the yindies were a perfect match. Just like Greenwich pizza, the yindie market is casual, more adventurous, hip and fun, and interactive and inclusive. As Greenwich turned its focus on this segment of the market, the company decided to level up and redefine itself from being a fast-food to a fast-casual chain of restaurants. â€Å"Our roots are fast food and we are not abandoning it, we are only upgrading the customers’ experience in our restaurants,† Velasco says. To transform into a fast-casual restaurant, Greenwich did a makeover of all of its outlets, improved on its pizzas in terms of quality and the varieties of its offering, made its pastas (especially the lasagna) at par with the offerings of even some fine-dining restaurants in the metropolis, introduced other fun food like chicken wings, offered full meals and even breakfast meals in some outlets. â€Å"We upgraded our looks and our service to customers. Our offerings now are not the usual fast-food type of products anymore,† Velasco says. We have been known as the affordable pizza option, that is fine and we are keeping that. But we also want to be known for good taste, quality service and a part of the barkada. †

Racism And Racism By Georg Simmel - 1527 Words

Though unjust to believe, humanity has a strong history of sexism and racism. In a society where men dominated culture, the period of the 1960’s used sexism and racism, as wit, to attract American men. Advertising was used to entertain a society embarked in the ideas of sexism and racism, and in a period of revolutionary change in technology, the presentation of these ideas were very common. Two very important themes in humanity, man’s relationship to himself, and man’s relationship to his community, were not taken seriously in this period of time. Relative to sexist and racist advertising, John Berger asserts that women are painted/depicted as owner dependent for the male to gaze at, and that women view such art from the same perspective†¦show more content†¦He conveys, â€Å"A woman’s presence expresses her own attitude to herself, and defines what can and cannot be done to her. Her presence is manifest in her gestures, voice, opinions, express ions, clothes, chosen surroundings, taste - indeed there is nothing she can do which does not contribute to her presence. Presence for a woman is so intrinsic to her person that men tend to think of it as an almost physical emanation, a kind of heart or smell or aura.†(P46) In the advertisement, the black woman presents herself as a happy and poor maid, and she is illustrated saying â€Å"Is’e sure got a job now!† Though she is smiling her presence is portrayed in the state of a content mood, racism is portrayed harshly and evidently, with the grammatical alteration of language. This is used as mockery for the men viewing the advertisement to laugh at the woman, in a sense that she is powerless and would commit to hiding her gestures, voices, or opinions to serve the people she is serving as a maid. Berger asserts, â€Å"A woman must continually watch herself. She is almost continually accompanied by her own image of herself†¦From earliest childhood she has been taught to persuade to survey herself continually. And so she comes to consider the surveryor and the surveryed within her as the two constituent yet always distinct elements of her identity as a woman.†(P47) This idea is relevant to the advertisement because she presents herself with a smileShow MoreRelatedClassical Sociological Paradigms Crash Essay1750 Words   |  7 Pagescollide into each other; a conflict in character, approach, and perception. The opening scene establishes the hypothesis of â€Å"We crash into each other, just so we can feel something.† This was the premise for the movie, as well as an example of Georg Simmel views on society. He believed that â€Å"society cannot exist without a number of individuals interacting with one another.† The film represented that our interactions with each other can be as shocking and life changing as an automobile accident. AllRead MoreSocial, Political And Economic Implications Of Money2132 Words   |   9 Pagespeople. Unfortunately, people of color have been institutionally marginalized from the beginning of American history and what we find in this present time does not reflect the values that have been engrained in us to hypothetically believe. As Georg Simmel says, â€Å"the idea of value is purely psychological† According to the Bureau of Justice Statistics in 2015, 1 in 3 Black men are expected to go to jail at some point in their lifetime compared to 1 in 106 white men being incarcerated at some pointRead MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 PagesRepublic. More than 55% of Czechs are of the opinion that a â€Å"refuge camp† should not constructed closer to their residences. (Havlova Radka)[19]. Which all these hinder integration. However, at the same time more than 60% of the respondents are against racism and over 65% of the respondents consider themselves tolerant towards national and ethnic minoriti es â€Å"if they are able to adapt to our life style.† This attitude is also seen even in the state authorities who very strict to immigrants and asylum seekersRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand his data supported it. German social scientists, speaking in somewhat more philosophical terms, similarly equated the process of urban growth with the increasing quest for financial profit. Georg Simmel wrote, â€Å"The metropolis has always been the seat of the money economy† (Sennett 1969, 49). Simmel took for granted the growth of the metropolis as a consequence of the growth of the economy. Financial motives determined the lifestyle of urbanites, which was marked by â€Å"punctuality, calculability