Through observing the children’s daily activities, I noticed that a number of toddlers (2 to 3 years old) are enthralled with scissors at the moment. They are very keen on activities using scissors inside and outside. One morning, I observed P, H, and K at the table which set up with papers, magazines and scissors. They were trying very hard to accomplish their goals of using a pair of scissors. They used scissors and different resources and made a cutting mess on the deck. While observing, I had noticed that it is a challenge for the children to cut paper when they don’t know how to hold the scissors properly. H was using his thumb and index finger holding the scissors with blades pointing down. Therefore his grip of the scissors was not very firm and the blades kept pointing at the opposite direction as H wished.
Then I demonstrated and help them to cut paper apart and how to hold scissors correctly. I showed them how I would hold the scissors, by putting thumb in the smaller loop and other fingers in the bigger loop. I offered for them to try. I had provided them with the opportunities to get used to opening and closing scissors. Then the scissor cutting process became more achievable. Soon the children have seemed to master the concept of using the scissors to cut papers apart. I encouraged them to cut lots of strips and gave them many opportunities to practice. Shortly they have the control of their holding hand and the cutting hand and were asked to practice how to cut straight line and squiggle lines.
Now our children are really into control, power and independence, and so the feeling of cutting up something with scissors blades. They were encouraged to cut papers, magazines into various shape to express their creativity. I used open-ended questions to extend their cognitive learning and make connections with their cutting creation. 
A technological object which promotes children’s fine motor skills and helps to develop hand-eye coordination is the scissors. When scissors are held correctly, and when it fit a child's hand well, cutting activities will exercise the very same muscles which are needed to manipulate a pencil in a mature tripod grasp (Lippincott, 2004). And that, Napper (1991) states that development of “technological capability” is an important idea to help advocate technological learning in early childhood setting. Young children have the technological capability as their ideas are the beginning of creating a new or improved technology, and children are seen to work successfully with man-made environments and mad-made things through the use of their technological skills, knowledge and judgments to help solve problems and produce objects. A child’s cutting ability not only depends on their fine motor control of the scissors but also on his/her visual understanding of what he/she wants to cut (Carpenter, 2000). Therefore, as an early childhood educator, I should offer the children plenty of opportunities to develop their hand-eye coordination in different scissor activities. Scissor skills are built upon children's past development and it is important to introduce new skill in a logical progression not by leaps. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aoteraroa/early childhood curriculum says that “in exploring the physical environment, children gain increasing motor and manipulative control and skill in using tools and materials safely” (Ministry of Education, 1996, p.98).
By providing materials and help them advance their scissor skills, the children found another way of expressing themselves. I used open-ended questions to start a conversation about their creation. Children develops rational verbal communication involves thinking process, this enables them to express their own ideas and describe what they are making (Berk, 2003). This also helped the children reflect on their creations and actively involved children in the learning process for example, I encouraged children to question themselves and find out the inspiration of their creation (MacNaughton & Williams, 2004).
Reference list:
Berk, L. E. (2003). Child development (6th ed.). Boston, MA: Allyn & Bacon and Pearson Education.
Carpenter, S.B. (2000). Scissor sorcery: Cutting activities for Early childhood. (2nd ed.). The United States of America: Humanics Learning.
Lippincott, C. (2004). Fine motor activities for preschoolers. Retrieved from http://make-the-grade-ot.com/Fine%20Motor%20Activities%20For%20Preschoolers.pdf
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice. Frenchs Forrest, NSW: Pearson Prentice Hall.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aoteraroa. Early childhood curriculum. Wellington, New Zealand: Learning Media.
Napper, I (1991). The development of technological capability in young children. Australian Journal of Early Childhood, 16(3), p.23-27.
Kia Ora Rain
ReplyDeleteWhat a fantastic learning outcome this is, its a simple technology which have been here and yet some of us overlook the significant of it with the younger children learning with regards to their fine motor, cognitive and manipulative skills.
Teaching children the proper usage of this simple technology is very important for their safety and youve done that particularly well by showing them phisicaly where each fingers should be positioned in the tool itself.
Children at this age (2/3) loves using their manipulative skills. So you couldn't go wrong in introducing the scissors, children could spent a good amount of times cutting different shapes from old magazines which then can be use in collage.
Have you thought of introducing different cutting edge of scissors for example perhaps a scissors that could cut in zigzag. This will put more fun in their learning as they cut papers and see the zigzag shape formatting on the papers. Anyway good that you saw the simple thing a scissor bring to children in your centre.
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ReplyDeleteScissors!! This will not come in our minds when we think of technology. It is a small thing but does a great job. Before we use to have big scissors and now we can have scissors of many sizes. Look at our children in the centre. Rain it is good to see that you showed children how to use scissors. I know that for some children it must be their first time but in that time they must have learned so much from you. Teaching someone how to cut a paper needs a lot of patience and you have that with you. When children use scissors their main aim is to get to the end, but the whole process takes so much time. Everyone is not same but they are all unique individual who have different ways and styles to cut paper. You offered them opportunities and encouraged them of their work as this must have given them encouragement to cut the paper and learn about technology. During this process it is not just about cutting the paper with the scissors but so many things happen. 2-3 year olds are using their skills by using a simple technology and you are there for their safety. However have you considered about the children who are left handed and finding it difficult to hold the scissors. If there are some in your centre or might come in future, then how will you consider their learning about scissors? Have you thought of getting scissors for left handed children and extending their learning on technology?
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