iTechMos: Integrating Technology for Motor Skills Development The importance of preschool children’s learning….. indoors to outdoors….outdoors to indoors…
Pr Presen senters ters ❖ Ms. Madhavi Tiwari alias Debbie: KLC II ❖ Ms. Christina Pardiwalla: Skool4kidz ❖ Ms. Nurul Basyi’rah Binte Rapi’ee : Skool4kidz
Our Focus……….. Developing the Child Holistically: ● Children’s Learning and Development ● Integrating Technology ● Documentation & Assessment of Learning (Focusing on Motor Skills Development)
Motor Skills Development: Indoors to Outdoors… Outdoors to Indoors
Introduction ● Physical health is crucial to the development of young children. ● Children are intrinsically motivated to move and play. ● They develop their knowledge and skills of movement by means of varied Motor Skills activities that are intentionally planned by the preschool educators. ● These activities enhance various skills of controlling, coordinating, cutting, threading, walking, bending, throwing, catching or skills like scooping, pouring, filling, stacking, dressing up etc.
Relationship with the Environment
Introduction ● Regular involvement in movement activities and sports promote physical fitness and growth; lays the foundation for a stronger and healthier body (Fun start Move Smart, 2010). ● It also promotes spatial perception, a cognitive ability on the awareness of one’s relationship with the environment.
Introduction ● Based on Froebel and Rousseau’s findings outdoor play has been a feature of early years education for centuries, influencing the unique contribution of the natural environment as an important resource and context within which children learn through their sensory interactions with the physical world (Little, Elliot & Wyver, 2017).
Outdoor Play In Children’s Lives Today ● A number of social and environmental factors are impacting on children’s lives and behavior today, ranging from mobility to urban planning and design, and increasingly indoor-focused attractions (Little, Elliot & Wyver, 2017).
Outdoor Play In Children’s Lives Today ● There has been historical tradition of valuing outdoor learning environments is reflected in the early yearly years curriculum documents of many countries like Australia, New Zealand, Norway and Scotland(Little, Elliot & Wyver, 2017). ● Teachers are encouraged to utilise natural outdoor environments to integrate learning across the curriculum.
Outdoor Play In Children’s Lives Today ● Outdoor play should not be solely metaphorical representation of motor skills development only but also should integrate Humanities, Social Sciences, Geography, Science; together with cross-curriculum priorities (Little, Elliot & Wyver, 2017).
Changing Times…Changing Needs ● Outdoor Learning brings many benefits for young children such as stress relieve, moods improvement, concentration and engagement in learning. ● Today, children have access to an extensive range of technologies and observe others using technology as an everyday resource (Nikolopoulou & Gialamas, 2015).
Changing Times…Changing Needs ● Educators should therefore plan their curriculum to foster children’s emerging development as digital citizens, supporting their holistic development with the appropriate use of technology (NAEYC & FRC, 2012).
What We Aim? ● Todays’ session aims to focus on the integration of learning, motor skills and technology from indoor to outdoor; outdoor to indoor and extending to other learning area/s. ● It uses Technology as one of the means to observe children and record their play-motor skills in the outdoor environment.
What We Aim? ● The workshop is a collaboration of KLCII and Skool4Kidz on the presentation of the integration of technology to plan, implement, guide, observe and record the motor skills development of children.
Play: Motor Skills in the Outdoor Environment…..
Theoretical Perspective ● Based on Gesell’s Maturational Theory, maturation follows an inherited timetable, in which abilities and skills emerge in a preordained sequence.
Theoretical Perspective ● Bloom’s Taxanomy emphasises on understanding the psychomotor domains that can help educators identify the individual child’s level of learning; enabling educators to plan activity that matches the child’s motor skills based on NEL guidelines as well as to extend it into other learning areas.
Learning Outcomes ● the importance and role of play in motor skills development; ● integrating technology as a tool for observation and recording children’s motor skills development; ● the appropriate use of technology in outdoor environment to direct children on various types of movements and actions; and ● the strategies of extending the MSD activities in other learning areas like Numeracy or Language and Literacy development with stories.
Actions can be broken down into 3 parts (Laban, 1942) Preparation Observing Movement The The Action Recovery
Promoting Physical Development Through Movement & Physical Activity Curriculum, Pedagogy for Supporting Environment & Physical Physical Activity & Resources for Development Critical Thinking Physical Activity Supporting & Arranging the extending children’s Staff engaging in environmental space movement with movement to promote physical children indoors and vocabulary activity outdoors Encouraging Providing resources Observation & sustained shared including portable assessment of thinking by and/or fixed children’s physical communicating & equipment development interacting through Gross motor skills physical activity Planning for physical Body movement to Supporting children’s development indoors support fine motor and outdoors curiosity & problem skills solving
Extending Children’s Movement Into Other Areas of Learning • Playing Hopscotch • Counting gardening Numeracy Tools • Throwing bean bags into a hoop and counting • Recording the time taken to normalise the heart rate after physical activity Science • Planting & harvesting herbs/vegetables • Nature walks • Have children suggest movements Literacy associated with particular characters
Plan for & Participate In Provide a Draw on Range of Role of Family & Active & the Community Restful Educator Experiences Experiences Provide a Wide Range of Tools & Materials
Utilising Community Resources, Parks Nature Reserves for Outdoor Learning Place-based education: using the local Local playground and community and environment to learn numeracy, natural park settings language/literacy , science or social studies Emphasizes hands-on, real world learning experiences Visiting local businesses and community facilities (library; café; super market etc.) Community events and projects Creates a heightened and commitment to serving as active, contributing citizens
Current Practices @ Skool4Kidz
**video of MSD activity involving use of STOPMO**
The Trigger!
Project: Super Market
Getting staff buy-in!!! We are not saying ‘good bye’ to our classrooms; we are opening them up.
Ms. Nurul’s message to her staff… Outdoor learning should be an integral part of any curriculum that is designed for children. It is not simply taking what can be learned inside the classroom, outside; there is much more to it. Technology should be used as a tool as and when practicable.
The Actual Trip
Video: A Visit to The Supermarket
Child Talk
Children’s Voices…..
Teacher’s Reflection
Video: Reflection
Can we integrate this project with other learning areas?
Integration with DOW… Our classroom The Coffeeshop
Integration with ACE & MSD
Integration with L&L…
Integration with SED…
Tech tools used… ● iPad camera function ● iPad video function ● STOP-MO app ● Pages app
Final documentation using Pages and Stop Mo! Refer to iPad placed on your table.
Your task! Task 1 Use the playdough provided to capture a short video of shaping one volunteer’s initials. Task 2 Use STOP-MOTION to capture one volunteer spelling his/ her name, using post-its (one post-it per letter) Task 3 Insert the video & the STOP-MOTION into Pages! * * The app Pages is already inside the iPad.
Recommend
More recommend
