Introduction
Studies of Society and Environment (SOSE) can easily be understood from children learning behaviour and approach towards utilisation of available materials. In their early learning, children are normally influenced by their environment and the society surrounding them. At the same time, they tend to make good use of their learning experiences both for their own interest and the society at large.
Concerns over the environment and other factors affecting people in the society have been studied to be an in-built in many people. While children hardly understand their actions, they are being driven by what normally takes place in the society. This paper is a review of a journal based on development of technology based on children’s understanding.
The children were first taken on tricycles riding in rough environment full of obstacles in a rural community setting. After this, they were engaged in creation of a better technological application environment, which they chose to be a town setting.
During the town creation process, several SOSE elements were identified among the children in different phases (McKay, 2006). Most of these were as a result of their daily observation and influences from their society. The children generally showed a lot of interest in the project as well as sustainable creativity in their work (Sanders, 2002).
From their experience in tricycle riding, the children seemed to have known the best place for technological system to a town setting. When asked what they do with the boxes given, Hayden and Chloe simply answered: “We could make a town” (Queensland Studies Authority, 2006, p. 2). After the idea surfaced, the children were able to give more information involving social and geographical setting of the town.
They came up with structures like post office, town clock, bank, supermarket, restaurant and service station. Consequently, it should be noted that they did not merely mention these landmarks but added the importance of each in the town. Serayah was concerned with the safety and availability of money for their uses hence she suggested a bank. Nevertheless, this was an ideas of societal wellness based on security of property and people safety.
She added that a service station for petrol is essential for their rides in the town. Georgia was concerned with how they will acquire groceries and suggested building of a supermarket (Queensland Studies Authority, 2006). It was obvious that the children knew their environment and society enough. This made them able to come up with these necessary structures to facilitate their project (Zadja, 2000).
Steaven was creative enough to think of a town clock. His thoughts were based on the observation of his environment. He had even known that more information can be sought in advanced technological systems like the internet.
The child had the knowledge and meaning of numbers in the clock and he systematically arranged them to make the clock. On the other hand, they had the knowledge of such things as height in raising the clock. The clock building period was carried under communal commitment. They knew who could be more helpful for raising the clock based on the knowledge of different heights.
Children understand and analyse flow of activities in their environment, this can be seen when Samantha proposed for a post office through his past reflections. She gave out a clear design of the post office to ensure its maximum usefulness to their society. The children could easily relate their structure and develop a carriage limit to ensure efficiency in its functioning a well (Queensland Studies Authority, 2006).
On the third day, the children showed a lot of knowledge in technological advancement. They knew the importance of conservation over such resources as petrol. Through their storage, they could aid those who needed the resource and keep the rest. The ideas of scarcity in resources are also developed when the petrol runs low and they seek an alternative methods.
To make maximum use of their petrol, they came up with a hose for bowser to fill the vessels. Advanced in communication system is also seen when Steaven suggested a phone call to other petrol stations. At the same time, they showed amazing innovation when they develop air pressure for their rides (Queensland Studies Authority, 2006).
From their experience, the children showed a lot of understanding over housing. They knew that certain spacing was required, windows and door need to be installed and that each of the material they had could only fit perfectly to a given use without wastage (Tasker, 2004).
The children as well knew that the health of the community rely on security from law enforcers hence they opted for a police surveillance by David (Queensland Studies Authority, 2006). This was a clear show of different roles of people in the society.
The children understood the meaning of safety while using their rides. Due to this, they came up with traffic system to ensure safety on their road. It is clear that the children understood the meaning of the colours and signs on their roads.
On their sixth day, the children showed their ability to corporate while carrying out researches on their transportation means. Application of different research strategies could be noted while they sought transport system that would serve different purpose. They could identify vehicles, aeroplanes and trains for their transportation (Queensland Studies Authority, 2006).
In the seventh day, the children showed application of legal system in management of traffic. They also developed creative measure to ensure that all the vehicles operated within the traffic rules (Queensland Studies Authority, 2006). Week seven work was based on increasing safety on the roads for all the road uses. The children seemed to have knowledge of road accidents to the society that they ensured that everything was under control (Tylee, 2011).
The children as well seemed to have known the importance of work maps. It was from the group of Samantha that they identified that several gaps were missing out of their project that could render their road usage ineffective (Queensland Studies Authority, 2006).
As a result, they added more signs and traffic measures to reduce cases of accident. They were familiar with town setting and came up with more housing system and lighting programs. Environmental pollution seemed to have struck their minds that they came up with bins to manage wastes in the town (Australian Lutheran World Services 2012).
Conclusion
Week ten found the children engrossed in their own interest through the remains of their construction. They found themselves making tents and camping site. This was clear show that the children have developed interest based on their town construction.
This study shows how children have integrated SOSE in their technological learning. The end session reveals the children’s interest through their use of remnants in building tents. From the study, it can be seen that measures of environmental concerns and the general societal wellbeing have been given a lot of attention by the children.
References
Australian Lutheran World Services. (2012). Lower Primary Teaching Ideas and Resources. Web.
McKay, P. (2006).Planning and teaching creatively within a required curriculum for school-age learners. University of Michigan: Teachers of English to Speakers of Other Languages (TESOL).
Sanders, S. 2002. Active for life: Developmental Appropriate Movement Programs for Young Children. NAEYC, Washington DC.
Tasker, S. (2004). World Explorers: Library Activity Pack Greenwood, WA: Ready-Ed Publications.
Tylee, J. (2011). What Should a Society and Environment Curriculum do? Web.
Queensland Studies Authority. (2006). Early Years Curriculum Materials. Developing Technology Understanding. Web.
Zadja, J. (2000). Society and the Environment: Teaching Sose. Melbourne. Australia: James Nicholas Publishers.