Fostering Children’s Learning Through the use of Cameras and Digital Photo Frames

Thursday 28th April

As digital cameras become more and more inexpensive and increasingly available at home and in school, young children have more opportunities to experiment with this technology as a learning tool. Using digital cameras in the early childhood classroom isn’t just about taking pictures, it involves using such technology equipment to make ideas visible, to communicate and collaborate with each other, while helping children to explore and understand their world around them (Blagojevic & Thomes, 2008).

Children in my centre thrive on the use of digital cameras, they have consistent access to these technology tools and are very familiar with how to use them. Children have become fluent in their use for exploration, expression and learning with digital cameras (Boardman, 2007).

Here a child takes a picture of different characters in a book spontaneously and independently using the digital camera, with such resources available to children it is amazing to see the type of self directed learning that occurs. This child ended up making a book and developing her own theory to how the story was told, it was truly incredible and directly meaningful to her.  

The use of digital cameras in the classroom promotes the child’s voice as a significant source of information regarding learning. Whether it is snapshots of children’s achievements or children in charge of the camera, they both provide joint conversations, information for the child while also providing the educator with valuable information to reflect upon about the child and their learning aspirations. It can also influence the teaching method needed to enhance learning (Boardman, 2007).

For example here children take photos of the outside playground, they each take turns capturing a part of the playground which is of interest to them. From these photos I was able to gain knowledge of what the children’s interests were, soon enough everyone wanted to see their pictures and with one camera this was proving to be difficult. So I placed the memory card into our digital photo frame where all the photos were flicking through on a slide show. It was inspiring to see the conversations which occurred as a result of the change in technology use. Children were questioning “why do you like this part”, and “how do you play in their”, “I like to play in there this way”, children explored their ideas and theories of what takes place within the centre environment.
 

Photographs can support and serve as prompts for high quality discussions, language use and increase children’s confidence in expressing their views.  Blagojevic & Thomes (2008) suggest that as children take photographs they “interact with their peers and others in new ways” (Blagojevic & Thomes, 2008, p.67).

Early childhood curriculum Te Whariki also supports the idea of children self directing and assessing their own learning as it states children are “competent, confidant and capable learners” (Ministry of Education, 1996, p.9).

Using the digital photo fame also serves as a reflection tool for children when a week’s worth of photos are uploaded. This permits children to revisit previous or present activities or interests which they were involved with. To compare and contrast their ideas, review the processes and potentially come to new understandings about an experience while viewing themselves from an external viewpoint (Trepanier-Street, Hong & Bauer, 2001).

Digital images also provide a “window into learning” for parents when displayed, as photos have the potential to prompt children’s memory of learning experiences undertaken throughout the day, week or month. Photographs can provide useful information to families about the centre’s programme while also being an excellent communication tool between children, parents, whanau and educators (Blagojevic & Thomes, 2008; Arthur, Beecher, Death, Docket & Farmer, 2008).

There are many advantages associated with using digital images to document and asses children’s learning, it provides children, parents and educators the opportunity to directly be involved in the child’s learning. While also capturing the critical component of the child’s voice within experiences and interactions. 

 References

 

Blagojevic, B, & Thomas, K. (2008). Young photographers. Young Children, 63(5), 66-72.

Boardman, M. (2007). I know how much this child has learned, I have proof!: Employing digital technologies for documentation processes in kindergarten. Australian Journal of Early Childhood, 32(3), 59-66.

Ministry of Education. (1996) Te Whāriki: He Whāriki mātauranga mo nga mokopuna o  Aotearoa. Wellington: Learning Media.

Trepanier-Street, M., Hong, S., & Bauer, J.  (2001).  Using technology in Reggio-inspired    long-term projects.  Journal of Early Childhood, 28, (3), 181-188.