Carpentry.... Hammer, Hammer, Hammer.

In this second reflective blog I will discuss how a carpentry experience I implemented with a group of children promoted and enhanced the use of technology.

Technology is all around us; it is easy to get caught up in the facade that only expensive devices, models, programmes and computers are true technology, when in actual fact something as simple as a hammer and nail should be seen for its place in developing the technological world. These tools can be used to create many wonderful things that without them would be impossible. In this reflective entry I will discuss carpentry with hammers and nails to promote them as a useful tool in creative technology.

Children really enjoy carpentry experiences where they have the opportunity to develop knowledge and understanding of different tools and skills that are associated with carpentry. Children also enjoy creating a tangible product from their imagination. Isenberg and Jalongo, (2006) agree stating that “Creativity, imagination and fantasy are all interrelated” (pg. 36). Wright, (2003) also agrees stating that “Creativity is about the cultivation of curiosity & interest, that is the allocation of attention to things for their own sake” (p.206).

The children at my centre are always very keen to use the carpentry kit whenever it is placed out.  One day the children asked if they could have the hammers and nails out so that they could create a tool box like one of the part time builders that works at our centre. The children sourced materials both from the kit and the day-care which aided them in creating their tool boxes. I was weary of placing out the carpentry kit for the first time as I wondered how the children would handle using the real tools, such as the hammers and nails. I was surprised when I saw how well the children could operate the tools and one of the children even told me that he uses a hammer at home to crack open the nuts that drop down from their tree.

 Through the activity provided the children had opportunities to develop their imagination, curiosity, exploration and wonder through the use of tools such as hammers, nails, wood, material, string, cans, scissors and pencils. Children also had the opportunity to develop knowledge of different types of technology such as hammers and nails. The experience is more meaningful for the children because it was initiated and lead by them, Edwards & Springate, (1995) agree stating that “young children benefit from in-depth exploration and long-term, open-ended projects which are started either from a chance event, a problem posed by one or more children, or an experience planned and led in a flexible way by teachers. The adults act as resource persons, problem-posers, guides, and partners to the children in the process of discovery of creativity and investigation (p. 4).

Carpentry needs to be in a position where it is easily supervised by adults. It is important to have a sturdy carpentry bench at a child's waist height, with a trolley or shelves nearby to store wood and equipment. Wood should be soft and untreated (pine is good - often available as offcuts from factories). It is also a good idea to have a variety of shapes and sizes available.

Carpentry is designed to teach children valuable skills such as, hammering, assembly, and creating. Craftsmanship, safety, fine motor skills, patience and respect for tools is also emphasized. Through carpentry children have the opportunity to learn the names and proper use of all the tools they use; build confidence, self-esteem and feel a sense of accomplishment by creating something with their own hands. Retrieved from http://www.carpentryforkids.com/

Ministry of Education, (2009) states that,

Carpentry helps children to:

• Gain increasing control over their bodies through development of hand-eye coordination, manipulative skills and muscular strength
• Analyse, evaluate and apply solutions to problems and so develop their understanding of technology
• Develop mathematical and scientific skills, e.g. understanding of length, size, balance, and force. Children learn to observe, predict and experiment
• Express their creativity in a three-dimensional way
• Learn to share and cooperate as they work together with the materials.

Adults can help

• Supervise the carpentry area closely and encourage children to keep the carpentry tools in the carpentry area
• Keep the area well stocked and tidy. Discard used materials
• Allow children to follow their own ideas and experiment with the materials
• Be ready to assist children if needed, e.g. help start off a nail or help hold a drill
• Show children how to use tools correctly and look after them
• Help children in problem solving, e.g. ask 'would it help if you …' i.e. discuss their problems but don't do it for them. Retrieved from Ministry of Education, (2009) http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry

Reference List:

Edwards & Springate. (1995). Encouraging Creativity in Early Childhood Classrooms. Retrieved on 20^th of September 2010 from www.eric.ed.govt. 

Isenberg, J. P., & Jalongo, M. R. (2006). Understanding children’s creative thought and expression.  In Creative thinking and arts-based learning: Preschool through fourth grade (4 Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Ministry of Education. (2009). Carpentry. Retrieved on 9^th of April 2011 from http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry.aspx

Wellman, b. (2010). Retrieved on 9^th of April 2011 from http://www.carpentryforkids.com/

Wright, S. (2003). Children, meaning-making and the arts. Maryborough: Australia. Pearson Education.