ICT in the Early years

1. ICT in the Early years

2. What is ICT? Anything that allows us to get information, to communicate with each other and to have an effect on the environment using electronic or digital equipment • Computers • Phones • Television • Musical keyboards • Internet • Talking toys • Kitchen appliances • Walkie Talkies • Traffic lights • Digital cameras • Voice recorders • Remote control toys • DVDs • Scanners • Interactive whiteboards

3. Thinking about what you have seen and used today and elsewhere look at ‘Development Matters in the Early Years Foundation Stage. In groups: Look through one ‘area of learning’ from 30 months onwards (Where) is ICT mentioned, directly or indirectly? Discuss what provision area/focused learning area you might establish for this area of learning for a reception class: topic, resources including an ICT resource.

4. 7 principles of good practice* • Ensure an educational purpose • Encourage collaboration • Integrate with other aspects of the curriculum • Ensure the child is in control – (think about children who arrive at different answers for valid reasons) • Choose applications that are transparent • Avoid applications containing violence or stereotyping • Be aware of health and safety issues *From Developmentally Appropriate Technology in Early Childhood (DATEC) www.327matters.org

5. ICT in EYFS In groups: find whether there are specific references to ICT or aspects of ICT (e.g. recording equipment) in 1 of the 7 areas of learning and development (PSED; CLL; PSRN; KUW; PD; CD). Note them down Discuss what provision area/focused learning area you might establish for a reception class: topic, resources including an ICT resource. How might you intervene to promote learning and development towards specific early learning goals?

6. Practical issues Children should not have to look up to computer screen. Eye level should be at top third of screen, as in picture above

7. Think about: Glare from windows Cables across the floor Position of water and sand areas Also, can you get an overview or is the computer tucked away out of sight?

8. Lower case keyboards and ‘kid gloves’

9. Time at the computer • 10-20 minutes maximum for nursery age children

10. ICT suite versus computers in the classroom? • Practicalities of getting young children to suite • Better linked in to other activities in the setting • Balance of factors– do they get access to computers if they don’t use the suite?

11. PSED: • An attractive and motivating resource to practice turn taking and encourage collaboration in problem solving and other tasks • Explore worlds beyond the setting using internet or CD ROM • Digital photos to talk about feelings • CLL • Write message, label pictures – doesn’t have to be ‘right’ – the computer is uncritical. Use of word banks if appropriate • Voice recorders to record children’s stories • Role play using digital video/digital camera • Discussion with peers or adults around task • PSRN • Programmable toys giving instant feedback • Software which consolidates counting skills • Toy cash tills • KUW • Role play using toy (or real) technology • Programmable toys • CD • Use of paint software, perhaps combined with digital photos. Children talk about what they have created • Record their music • Digital video to record role play • Digital video to record and evaluate dance