What Can We Sew?

People, Places, Things and Events:

What can we sew?

8/4/11

 As educators we have wonderful opportunities to introduce children to technology.  I believe that we have to be mindful that the technology that we introduce is appropriate and inclusive to all children and that it enhances their learning experiences (Berson & Berson, 2010).  To extend the children’s interest on shapes we asked the children if they would like to sew their own shapes. With positive feedback I bought my sewing machine in and set it up on the activity table a long with the bag of material.

What was interesting were the comments from different children as they came to investigate the sewing machine on the table. A little girl said “my mum’s got one of those things” another asked “what’s that” another said “my grandma has a machine and she sews clothes for us”.  We had some really interesting discussions about the sewing machine.  Because unless the child had some knowledge of what it was how and why would they know. It was food for thought as children began to think about and understand that our clothes and many other things that we buy are actually made by machines in a factory before they go to the stores to be sold. The Ministry of Education (1995) suggests that technology helps children to make real connections in being able to understanding how a machine can be used to achieve a desired result and how it impacts on our

everyday lives.

I grew up with a mother and grandmother who were very good dressmakers. Therefore sewing machines were a part of my life however today for many that is not so because we live in a world where advanced technology means clothing can be mass produced and as result of, cheap to buy.

At first some of the children were a little apprehensive however curiosity soon prevailed and they were eager to give sewing ago. Over the day there was a continued interest and this was because they could see the results of other children’s sewing.

It was important to talk to each child before we began about safety and that machines

of any kind can be dangerous therefore we have to have safety rules in place so that we do not get hurt. It was important that the children understood a sewing machine is an electrical appliance that is run by power. And that the sewing needle is very sharp. We also need to keep our hands away from the needle so we need to concentrate on what we are doing such as keeping our eyes on the machine. I gave the

 children a demonstration of how the machine worked by sewing a small piece of material.

 By introducing new technology children gain an increasing competence in their fine motor skills which provides them with the confidence to explore a wide range of activities. MacNaughton and Williams (2009) suggest that children learn best when you explain a process followed by a demonstration of a new skill and then allow children to practise what they have learnt.

The children were able to participate in an environment that was supportive; it provided opportunities to develop communication skills, turn taking, sharing and ways in which to be creative and able use their individual imaginations. This supports our early childhood curriculum Te Whāriki where we offer environments that provide children with opportunities to develop

 working theories for making sense of the world around them (Ministry of Education, 1996).

Each child chose their own material and together we cut out our shapes. I was very conscious of the individual abilities of each child and would scaffold accordingly. One little girl did not like the noise and was a little frightened by it. With support and encouragement she soon overcame her fears and enjoyed the experience. Some seemed to have a natural ability and could understand the concept of using a foot control to drive the machine, others were unsure and did not want to use the foot control but were happy to hold their material as it was sewn. I have to admit we had some scary moments at the speed of which some of those little feet went on the foot control!!

We started with small squares that we made into little bags then one little girl asked could she please make a bag to put her teddy in. This inspired the imaginations of others who wanted to make pillows and sleeping bags for their dolls and teddy bears. The lists grew longer and requests bigger!!

I liked the way that the sewing machine created such a curious and social environment, it was very inclusive and seemed to inspire wonderful conversations. It made me think about all the technology that children are now exposed to and how technology can effect the development of children’s social functioning skills. The children began to learn about a process and design that once implemented gave them a product at the end (Smorti, 1999).

There is such an interest in sewing technology that there are many possibilities in where this interest will take us but at this stage I am happy to let the children lead the way.

 Who has some interesting ideas for sewing with children?

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

Ministry of Education. (1995). Technology in the New Zealand curriculum. Wellington, New Zealand: Learning Media.

Siraj-Blatchford, J. & Whitehead, D. (2003). Supporting Information and  Communications . Technology in the Early Years. Maidenhead: England. Open  University Press.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No. 19 Autumn 1999.