lauren_ece

 Chapter 3 - Experiementing with Technologies

This chapter examines how children can explore and experiment with technology in a way that relates to their personal interests. It is important for children to make predictions, hypothesize, identify, and as questions when learning about technology, because it is a science and is used in our daily lives. While reading this chapter, the first few pages seemed like a different language, because I have never been introduced words like micro worlds and SimCalc, but then I noticed a game that I was familiar with. I can remember playing games like SimCity, The Sims, and other urban simulation games when I was a child, and loved creating a new world for my families. I would always create families that looked like my real family (mom, dad, sister, cat, and myself) and would always make the house really big because that was my ideal home. I can remember these computer games becoming increasingly addictive because my sister ad I would always fight on who would have a turn on the computer playing them. I had a collection of different Sim’s simulations at home, but they were never used in my classrooms. It is a great way for children to create a community, make decisions, solve everyday problems, and understand how the world works around them if they could be in control. Children with behavioural or learning needs could have the opportunity to be in control when in their own reality world they may not be.

            Computer gaming can become addictive though, and there needs to be limits and control over how much a child plays these simulations because they can take away for schoolwork and everyday routines. Should computer games be used in schools, or be kept at home? I would say they can be incorporated into the classroom curriculum, but there needs to limits like any activity. I know from previous placements, kindergarten children used the computer for only games because they were just being introduced to it. Games allow choice, practical thinking, and discovery, and if it can be used with technology then why not? In my placement this year I am introducing a novel study on How to Eat Fried Worms web page (wiki) where the children can play games, answer novel questions, do word searches, send messages, and learn about the book. It is a great way for them to incorporate reading with technology, language, math, and science. This web page can also be accessed at home, allowing children to play the games on their own time.

Word Count: 425

Chapter 6 – Community Building with Technologies

When I think of community the words that come to mind are people, families, friends, acceptance, sharing, and connections. I never thought about using technology to build communities, but we already have in many different ways. Personally, I am apart of the Ryerson online community which allows me to communicate with professors and students using e-mail and my.ryerson (RAMSS). Facebook, Livejournal, MSN, and hotmail are also ways of interacting with peers, lost friends, family members, and colleagues. I think teacher-created blogs are a fantastic was to find educational resources and discuss concepts with schools or between classrooms. Students should have a significant role in blogging as well. I have never seen blogging in elementary school classroom, but we use them in university. Blogging is a way to ask questions and share answers amongst fellow classmates in a non-intrusive way.

I think it can be difficult for teachers and students at the elementary school level to blog on a regular basis because they usually have one or two computer lab periods a week, and two or three computers in the classroom. I have found in all my placements that computers were used to play educational games, type final draft stories or papers, and learn how to work the basics of computers (turning it on and off and typing). Many teachers also believe that children need to be reading and writing before typing and searching the internet. I think there should be a place for blogging in the classroom, and this chapter gives good examples, and explores how children can connect on a international and global level. Before blogging, children would write to their pen pals using letters, but now connecting to a broader range of students has become very accessible. I believe these projects can be very useful and children can learn about global communities but teachers need to take the initiative and make it happen. A lot of teachers are so busy with covering the curriculum and not seeing how children can benefit from blogging. It is a way for them voice their interests, activities, questions, thoughts, and views of the world to other students. Before I understood the significance of blogging I thought it was just a way to chat and waste time on the internet, so it would not be surprising for other educators to feel the same. Teachers need to be educated on how to make blogging and wikis apart of the classroom in a way that supports the curriculum.

Word Count: 421

Chapter 7 - Communicating With Technologies

 

When I think of the internet, I think of about 6 things: Facebook, MSN messenger, e-mail, blogging websites, research, and a fantastic place for resources. How I use the internet would be different to a parents or child’s use because it is linked to my individual interests and needs as a student. This chapter discusses how the internet is used as a tool to keep people connected by many different modes of communication, and it is interesting to see how each individual communicates with each other. I have been in classrooms where the internet was a special privilege and was only available for intermediate students to research for projects and essays. The school would have a special lock, allowing no messaging, inappropriate searches or anything not school related. I think that is a good idea, but can also prohibit students from connected to other people in their community and around the world. This chapter shows how exchanging ideas online can be a great way of communicated if it is done properly. Things like instant messaging, video or text conferences, blogging, and podcasts could be a great opportunity for students to discuss important things going on in the community or learn about world news and people.

            My placement this year uses technology to its advantage that is very new to me. Teachers e-mail each other and parents to discuss school projects, field trips, new extra-curricular activities, and behaviour in the classroom. This school is in a very low socio-economic status area, and many parents work two jobs making it difficult to be involved in the school. Teachers will text message parents homework, so when the child comes home they know what needs to be done that night. I think it is a great communication tool, because although a telephone call can accomplish the same thing, it is a fast and easy way to keep in touch with the parents in a non-intrusive manner.

            I can remember as a child, we had pen pals in grade three. We would write to our pen pals every month telling them important things that are happening at our school and in our lives, and they would reply. Now with the use of technology and the internet, students should have the opportunity to join chats and blogs to connect with diverse people around the world. It can be a way for students to look beyond their known world and explore how other people live. I understand how teachers and parents can be hesitant because of the scares and stories about online predators and the safety of their children, but there are ways to prevent these things from happening when proper guidelines are followed. I would love to walk into a classroom where technology is used to its full advantage because I truly believe it has something great to offer.

Word Count: 475

Chapter 2: Investigating with Technologies

Chapter two examines how students can gather opportunities for investigation when searching for information on the internet. It implies that technology is good for children to research project-based learning activities, but it does not allow them to “comprehend of reflect on the meaning of what they have found” (Jonassen, p 15). I believe in this statement because in my experience with teaching technology many children learn their best when they have the opportunity to explore things without boundaries (like any other activity), but within the proper limits of their curriculum and age. I have been in classrooms where children are so eager to please the teacher, that their learning will be sacrificed. Learning is not about finding the answers that teachers want to hear, and technology is an easy way to accomplish this because everything is available so easily on the internet. Technology can be a scary thing for young children, and it is our job as educators to facilitate in t
heir learning and accommodate the steps needed to problem solve effectively. Many schools have computers with larger print keyboards, bigger screens, and mouse’s that are wireless so children with special needs can be accommodated. When children investigate technology, the internet can become unsafe because there are many predators and offenders that take advantage of children. I have seen children enter websites that are not appropriate for their age, but schools try their best to prevent this from happening. When I was in placement, the computer was a great way for student-directed games, scientific inquiry, and experimentation which is perfect for their development.

Chapter 4: Supporting Writing with Technology

Chapter four discusses how to write and generate ideas while using technology. I can remember being in elementary school, and having to type reports and papers on the computer. It took me so long because I was not comfortable with the keyboard. I think introducing computers at a young age will allow children to learn how to organize ideas on the page, type words, and edit their work effectively. These are valuable lessons that need to be taught because they are used everyday in the real world. I have been in a classroom where they use similar concept maps on chart paper to present brainstorm their ideas, and I think it is a great idea for children to generate their own thoughts. I have also been in classrooms where there is no writing support, and where the computers were not taken to their full advantage, instead just used to play games on. How are children expected to learn how to type words and sentences without background knowledge and experience? I think this chapter shows a successful way for children to write creatively on computers at home, in the classroom, and in computer labs.

Word Count: 470

When I think of technology, the things that come to mind are computers, televisions, telephones, video games, audio devices, cameras, and anything with wires. Personally, technology has always been something that did not come easy for me. As a child, I was more interested in playing outside or creating art with my friends and family. I always loved going over to my friends house and playing Nintendo because my parents never allowed me to have one. I did enjoy talking on the phone and watching television, but I did not get a computer in my home until I was about 12 years old. I can remember playing games, researching projects, and talking to friends on ICQ. When computers were just being introduced in schools, I struggled with typing and learning the new programs becoming available. There were computers in every classroom and in computer labs at the school, but because I did not have a rich technology environment at home I felt lost. Presently, I enjoy many aspects of technology and they usually consist of me exploring the WWW, downloading new music and videos, and getting school work completed. I still struggle with fixing problems or learning new "tricks" when it comes to technology, but I am open minded to new experiences. 

When it comes to teaching and educating, I have seen technology explode in classrooms. I have been in many different environments that have computers, telephones, cameras, camcorders, CD players, televisions, and video games that allow exploration freely. I think that it is a great way for children to explore how technology works in the classroom, and bring their experiences home. Children love the options that technology gives them, especially when they feel confined to space and routines. I feel that these experiences with technology allow children to develop their typing, language, math, science, thinking, and inquiry skills in a safe and comfortable environment. Personally, I feel that children benefit from computers being in the classroom, although some people might disagree because it does not allow fine and gross motor activities. Technology is a way for children to communicate, experience things that they would not normally be able to do, and learn new things. Doing much of anything can be harmful to ones self, but without technology I would have never learned many of the things that helped me become a better educator. Children can benefit from this type of learning, but I strongly believe that teachers and parents need to monitor their time spent on computers because it you can become caught up on the WWW.

Word Count: 430

Where would we be without the environment? I think that children are aware of their environment, but just what they can see, hear, touch and feel. A lot of children (and adults) are unaware of the negative effects we cause our world, and everything we do is connected to restoring, reusing, repairing, or damaging the world. In schools today I believe that a lot of teachers are becoming aware of how important it is to teach children about the environment and how to care for it properly than in previous years. I can remember as a child learning about the 3 R’s (reducing, reusing, and recycling) but that was it. Now children are taught to conserve water, energy, and food, because wasting it creates problems for everyone. This chapter does a good job of teaching children about how we are connected to the bigger scheme of things, like global warming and how every little bit helps even if you are a child. However, I believe that a lot of environment studies are taught through the other chapters like plants, animals, air, water, weather, etc. This chapter does not have a lot of activities where children can go outside and explore their environment to learn why it is important.

 I can remember when I was in my second year placement, a lot of the teachers would have the children pick up at least three pieces of garbage in the yard before they could go in for recess. Some of the children did not enjoy it, but the yard had a lot of litter, and it was a way to teach the children about reducing the amount of waste, and picking up after themselves by using recycling and garbage cans. Another way a lot of schools try to teach children about waste is to allow only litter less lunches. This teaches children to use Tupperware containers that can be reused over again, and keeps garbage to a minimum. In every classroom now there is three recycling boxes instead of just one, which teaches children about separating paper, glass, and plastic. Hopefully more information will be taught to children to make them aware of how to keep our world healthy and clean.

Word Count: 371

When I was in elementary school we had these simple machine kits that allowed students to use wheels, gears, screws, pulleys, and all other kinds of things to make cars and other things that move. I don’t have that much memory of what I learned, and in my placements so far I have not seen that many simple machine exploration except during free play. Does this mean that children are not getting enough experiences, or does it learning about how things work not begin until junior grades? I think a lot of these activities (especially concepts 1, 2, 3, and 4) are very simplistic, and are usually explored by children on their own. I think that they provide good concepts like learning about friction, levers, and wheels, but the activities are not open-ended and once they are complete they have no opportunity for further investigation. A lot of children have went down a slide in shorts and have had friction against their skin, or been on a see-saw (understanding what it means to be level). I can remember loving to pull things around in carriages or wagons, and learning how to ride a bicycle. Alot of children already understand the concept of gears, pulley’s and wheels because they are apart of our daily lives and experiences. I think children of all ages need to experience things on their own building, taking apart, and observing how things work through play, and most of these activities children have already experienced through play. It would be great for educators to go into better detail about what children are doing, and make it interesting for them.

However, I do like how this textbook explains many definitions that a lot of children would not be familiar with like pulley, gear, lever, etc. These activities can be great introductions to a unit, but I believe that there should be more experiences on building and creating things that they have never done before. This chapter should also discuss integrating the classroom and home with activities involving door hinges, light bulbs, screws, stairs, and anything that could be found in either environment.

Word Count: 356

Chapter 11: Magnetism

            When reading this chapter, all I could think about was how fascinated I was by magnets when I was in elementary school. I think it is so interesting how magnets attract, detract, pull things, and act differently to things. Learning about magnets started at home for me using refrigerator magnets to put up pictures and create designs. This chapter taught me how different things like computers and credit cards rely on magnets. Throughout all my placements I have seen toys that deal with magnets for free play, but never a unit on them (they are just there for children to explore freely) I think that is alright, but it does not challenge them and teach them about all the properties magnets have. This chapter does a good job of incorporating home into the classroom, where children can bring in magnets from home and talk about what they need magnets for at home.

Chapter 12: The Effects of Gravity

            When I first looked at this chapter, the first thing I thought of was the Gravitron carnival ride where you lay on the perimeter, and as the ride spins you are pulled and stuck to the sides. I never knew how it worked, but I thought it was so cool how it pulled me by the force of gravity. I think that these chapter is great for children of all ages because they can experiment with different objects to see how each item balances, and is weighed because of gravity. The problem with this chapter is the activity about our bodies accommodating gravities pull. I think that it can become inappropriate for children with weight problems or self-esteem issues to make them stand on a scale and be weighed. That creates an unequal number that some children may be uncomfortable with. I also believe that his unit could pull unto a unit about Space, and how in Space there is very little gravity, which is why you float through the air (which is impossible on Earth because gravity pulls us down. I think that it is also important for teachers to talk about how things fall differently according to size and shape (snowflakes and leaves would fall slower than a rock or pencil) and what things can fly in the air without falling (birds, planes, kites) and how is that possible? A lot of the activities in these chapter are done in the classroom, and some of them can be done outside, on the playground, where children can use different materials to balance and experiment with.

Word Count: 427

            Every child loves looking at shiny and different coloured things, and I was no exception. I’m used to love finding and collecting rocks at the beach or anywhere I went and would paint them different colours. I was exposed to rocks when I was little, and it was thanks to my Aunt Lois. She was a strong believer in rocks having healing qualities, and would always give my sister and me amethysts, rose quarts, and other crystals to put around our room to help purify it. She would have many different types of crystals and would teach us all their qualities. That is a whole other type of learning. I think that this chapter does a good job in discussing how rocks look when wet or dry, for to classify hard or soft rocks, and how rocks form (igneous, sedimentary, metamorphic). When I was in elementary school I did the activity “How do stalagmites and stalactites form in caves?”, and remember some of the terminology, but have no specific memory about the concepts of rocks and minerals. This tells me that my experiences were limited to the classroom, until about grade six when I went on a class trip to Dorset, where we had the opportunity to find our own rocks while hiking. However, I think that the activities in the textbook have everything already prepared for the children, instead of them going out and collecting the rocks themselves. They do learn how rocks were away and change, make soil, and how mineral crystals form, but it does not talk about where they can be found.

A lot of these activities are geared towards older children, and I think that young children can have rock and mineral experiences as well, because they are equally interested. From my experience being in two kindergarten placements, there were no activities with rocks and minerals, except for an activity that I formulated. I had a senses unit, and different items (some of which were rocks) and the children had to describe what the item felt like (soft, hard, pointy, smooth, etc). There was no counting, ordering, classifying, or rock drawing with these children. They are quite capable of understanding what a rock is, and I believe that they are not too young to have these experiences.

Word Count: 392

Chapter 7: Air

            I think that this chapter is very important for children to understand because we breathe air into our lungs everyday, and it can be a very complex concept. How is air almost everywhere and take up space if we cannot see it? How can we breathe it in without knowing we are breathing it in? These kinds of questions will be asked by children, and I think it is important for teachers to have appropriate answers. The activities seem like they cover how air is everywhere, push things, rises, and moves but they seem like junior experiments. I can remember in my placements (all three) we did no activities that surrounded the concept of air. I think that it is important for young children to explore air so they can understand how it is an ever-present substance that keeps us alive. I can remember when I was a child, always pushing water by blowing into a straw. At the time I thought the water looked really neat when I blew on it, but now I realize that I was blowing my air to make a wind that manipulated the water. Air is used a lot during play, and I believe that learning about how air is used a force to push things is very interesting for children.

Chapter 9: Weather

            I love the weather, and was always fascinated by the leaves changing colours in the fall. I can remember when I was in elementary school learning about weather, evaporation, condensation, rain, lightning, and electricity were huge. In my placement classes we always talked about the weather on a daily basis. We had a weather chart, and the student of the day would get to look out the window and tell the class if it was sunny, rainy, cold, warm, hot, snowy, etc. I think that learning about weather is a great way for children to learn the different seasons (fall, winter, spring, summer) and understand why they change, how they change, and what happens to everything outside. Using words to describe the weather can familiarize children with the appropriate vocabulary to integrate it into their daily lives. Children always love their birthday, and talking about what type of season their birthday is in, and what month it lands in can be fun and educational. Last year in my Kindergarten placement we learned about how snow melts. I took the children outside, and they each collected snow into a plastic container with their names on it. They measured how much snow was in it inside the classroom. They were able to record what it looked like and what it felt like. They left it overnight, and the next day they were able to observe what had happened to their snow. We discussed why it had melted, and talked about why snow doesn’t melt when it is cold outside. Weather is so versatile, and there are many different was to explore weather, which makes it very enjoyable for children.

Word Count: 508

This chapter discusses the importance of water for our survival, and how our planet needs it to survive. I think that it is important for children to explore water at all ages, and understand how important it is as a natural resource. I can remember as a child always loving to use water when playing with my kitchen set, and washing my Barbie’s hair and bodies. I used water during painting, playing with sand toys, sculpting clay, bubbles, and during art experiments. When I was in Grade 1 we did a snow experiment, where we each collected a carton of snow and left it over night. The next day when we came to school we realized that the snow had melted and became water. It also evaporated, and the water was less that the snow was. I thought it was so neat how snow melts and becomes water. I never really realized how important it is to our environment, and how we use water effects our daily lives. When I was little I never thought about where the water came from, and believed that there was an infinite supply. That is hardly the case, and we are just realizing now our effects on the planet and how important it is to conserve water. I think it is more important now more than ever to teach children how to conserve water at home and in the classroom, and realize how important it is for everyone to do their part for the planet.

It is great for children to understand and experiment how water has weight, goes into the air, changes to vapour, and absorbs into many different materials. When I was in third year in a Kindergarten classroom the children were able to build their own boats out of different materials, and see if it sunk or floated. They loved seeing if their boat could float, but they liked the idea of playing in the water more than anything. I found that throughout my placements the water stations were not open on a daily basis and the children were not able to experience water play as much as I would have liked them too. A lot of teachers are afraid of how messy water can be, but I think that they just need to accept that it may make a mess, but in a good way where teachers can have hands on activities that they can enjoy and learn from. How can children learn about water if they have no chances to experience it for themselves?

Word Count: 434

 This week the science chapter was on Chapter 6, which talked about how important it is for children to know what does on in their bodies. Young children are very curious why they are different then everyone else around them, and why they are the way they are. Learning about the body can help them become aware of the senses (taste, touch, sight, hearing, and seeing) and understand how to take care of it by eating healthy and exercising. Everyone is individual and different, and children need to realize that it is okay to be taller than a friend, look a little different, or have a unique name. When I was little I can alway remember being taller than everyone and hating it. I hating having clothing that did not fit right, but understood that I was tall because my Dad was tall. Children need to understand that everyone is different and special in their own ways. 

The senses is a great way for children to learn about how they see, hear, taste, smell, and touch the world around them. Last year in placement where I did a senses activity over about a months span. I first read a senses book to the children so they understood what each sense did. Then the children were split into groups, and each group was able to visit each of the 5 senses workshops. The first centre was for sound was where someone would read "The Noisy Book" by Margaret Wise Brown, and talk about all the different things that we hear in our world, and how things sound. They were then able to make their own shakers and drums. The second centre was a sight centre where the children played eyespy. They were then able to go and find their favourite thing in the classroom and bring it back to the group. They would share why it is their favourite and describe what it is. The children were then able to draw and write about their favourite thing. The third centre was for taste. The children were blind folded (with parents permission) and given a taste of  five different things (salt, maple syrup, sugar, lemon juice, and pepper) After each taste test they had to describe what it tasted like, and a writer would write down the answer. The fourth centre was for touch, and the children were also blindfolded and given differnt things to touch and feel (feathers, rocks, pinecones, jello, honey, ice, silk, etc.) They also had to describe what they were feeling and try to guess what it was. The final centre was for smelling, and the children were able to smell differnt scents with their eyes closed and try to smell what it was (apples, pepper, lemon juice, grass, etc.) When the children were finished with all the activites, at the end of the month they were able to decide what sense was their favourite and why, and write about it in their journal. 
The children loved learning about what each sense did and why they are so important in our lives.

Work Count: 514

 This chapter talks about the many different types of animals, how they move, feed, live, made shelter, and cohabitate together with humans. I think that teaching children about animals can really open their perspective of the world and show them that we need animals so much more than they need us. Most children are used to seeing just dogs, cats, hamsters and fish in their homes, and it is our job as teachers to really expand their horizon to all the different animals that live all around the world.

 I think it is great for classrooms to have insects or animals because it allows children to form a sense of responsibility and independence with feeding, cleaning, and observing. I can remember as a child having a bunny in the daycare I went to. We used to love bringing in carrots and lettuce for it to eat, and I would always draw pictures of it. It’s a great way for children that do not have pets in their own home to be apart of a classroom that takes care of one.

During my grade one year we had a show in tell pet day, where everyone had to opportunity to bring in a pet to share with the class. I can remember bringing in my pet budgie Penny. I think kids get so excited about animals and insects because they are living breathing things that children take ownership with. There are so many other places to find living creatures. Going to a conservation area and looking at frogs can be a great way for children to be in a frogs habitat, and see how they grow from baby minnows to frogs. I also believe that pets can become a hazard to children with allergies or parents with allergies. Teachers need to be really careful with what comes into their classroom. If having pets in the classroom is not feasible, a daytrip to the zoo can be just as fun, and even more exciting because the animals there are extraordinary.

This chapter also explains the importance of animals living in their natural habitat, and although it is okay for them to live in a temporary place for a little while animals are much happier where they belong. When I was a child I had a tree outside my house that was filled with caterpillars and cocoons. I thought it was the best thing in the world. Every day I would watch them, pick them up, and build homes for them. Children need to have hands on experiences with insects like grasshoppers, butterflies, and caterpillars. A lot of children are so secluded that they have no experiences with animals. Children need to be outside observing the world around them so they can really understand how all the different animals and insects live.

 Chapter 4

"They feed us, shelter us, purify the air we breath, and fill our visual world with beauty: the living thing called plants" (Harlan, p57).

When I was little I loved climbing trees, making crayon rubbings and art projects out of leaves, sticks, flowers, and seeds. I loved being outside planting with my mom in her garden and finding worms in the soil. I strongly believe that children need to be able to explore nature freely and learn all about how plants grow, the different types of plants, what they look like, the different between roots, stems, leaves, and flowers, and how plants need water, sunlight, air, and minerals (soil).

The activities throughout this chapter are some great ways to get children involved and interested about plants. During my second year placement, I was in a Kindergarten class and I did an activity similar to the ones discussed. First I read a book about plants and how they grow, and what plants need to grow. We talked about sunlight, air, water, and soil. The children were able to discuss their planting experiences, and talk about different places they have been outdoors. I them showed the children the materials they would be using to make their very own “Grass Buddies.” The materials consisted of soil, grass seeds, nylon stocking, an empty yoghurt cup, and various materials to decorate the cup. First the children decorated the cup with markers, pom poms and googly eyes to make it look like a person. The children then had the opportunity to make their grass buddies by filling their nylon stocking with grass seed and then soil, tie it up and put it in the yoghurt cup with water. They put all their buddies at the window sill where the sun was. After the activity was completed I showed the class their “Growth Chart.” This chart had everyone’s name and the weeks. Each week the children would measure with a ruler how much their grass buddy had grown, and if it grew they would get to put a star beside their name, and I would write how many centimeters it grew. In their journals each week the children also had the opportunity to draw and write about their grass buddy and if it had grown. The children loved coming to school each day and looking to see if their grass buddy grew “Hair.” After about four weeks of observation the children were able to give their grass buddy a hair cut, and take them home. This chapter also discusses the importance of family and community support, and I think that is so important for a child’s school success. The “Grass Buddies” on the window sill were visible for parents and the children from outside, so they were able to see what their children had planted and followed along with the growth every week.

 Word Count: 478

Chapter 2

Chapter 2 discussed how children are more "engaged in learning activities when teachers are emotionally warm, personal, and involved" (Harlan, p 22).  I believe that is completely true, and through my own experiences I have learned why good teachers are good teachers. Luckily I have had the opportunity to work with really good teachers that are not only involved with their class, but are interested and passionate about teaching. My second year placement was in a Kindergarten class, and the teacher had her classroom centred around play. There was a daily living centre, large carpet area for free play and games, math and science centre, art centre, music centre, and reading corner full of all types of books. The children were rarely at their desks, and there was always activities in progress. I do believe she had every aspect of an effective teacher of science. She taught me how to respect children as young people, and take their feelings into consideration. One of her main rules was to let children clean up their own messes, because she felt that the children all did things differently and that being able to put away their own toys and activities gave them a sense on completion. Alot of children would get upset if other children would ruin their activities (especially when it was with blocks), because it was their creation and it should be respected.

Chapter 3

Chapter 3 discusses the reasons for guided discovery science, and I believe that alot of teachers do not always teach the right science lessons. I had a teacher prepare a science lesson with water, pepper, and liquid dish soap. She had the children side on the carpet in a circle with her in the middle. This was her first mistake. She should have had the children sitting at desks where they can get their hands dirty and wet. She had a large bowl of water with pepper in it. She then put two drops on dish soap in the water, and the children watched the pepper move away from the soap. They had no idea why the soap did what it did, and they had no previous knowledge about the experiment. She asked them questions about the experiment, and the children would just respond by saying the salt moved away from the pepper. There was no predictions, discovery, or further investigation, except the teacher telling the children what happened and why. I felt it was more the teachers experiment than the childs. How were these children expected to question what they have no experience with? I believe that children need to explore things themselves to really become interested and explore all aspects of what is being taught.

Word Count: 453