ICT in the Early Years

1. ICT in the Early Years

2. Digital natives v digital immigrants “Mathew was just under four years old. He came from a moderately poor family. His parents had recently purchased a used computer as his older (eight-year-old) sister was using one at school. Both parents had little idea of how to use the computer. After three weeks, Mathew was able to turn the computer off and on; insert compact discs; upload programs from these compact discs; play games; navigate around the programs; change the screen saver; problem solve so that when he made a mistake (for example, clicking on the wrong icons) he was able to work out how to remedy the situation; and he had developed a strong computer language. He was able to articulate how to navigate around the computer; use appropriate computer terminology; ‘read’ the screen (through letter recognition or using the icons); use pull-down menus; and was confident with the tools. He was able to save and print documents; change font size and colour through the menu options; change fonts; and insert pictures from files and clip art. He had learned this through interacting with his older sibling or through watching her work on the computer.” (Zevenbergen, 2007, p26)

3. Foundation stage Birth - 11 months:Show interest in toys and resources that incorporate technology 8- 20 months: Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images 11 – 26 months: Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them 22-36 months: Show interest in ICT/…basic skills to operate equipment 30-50 months: Know how to operate simple equipment 40-60 months: Complete simple computer program/…perform simple functions e.g. use remote control to turn on TV/… use mouse and keyboard with age appropriate software • Specific reference to ICT is in the area of Knowledge and Understanding of the World • ‘Find out about and identify the uses of everyday technology and the use of information and communication technology and programmable toys to support their learning’

4. Appropriate ICT - DATEC • Supports • Educational aims • Collaborative activity • Integration • Play • Control by the child • Intuitive operation • Health and safety • Non-violent and non-stereotypical content • Involvement of parents DATEC: Developmentally Appropriate Technology in Early Childhood

5. Some points to consider • Drill and practice software: • less appropriate in the early years • Emergent curriculum: • support positive attitudes towards learning rather than technical proficiency integrated emergent approach e.g. generic software within role play context • Screen based v Manipulatives: • screen based activities can support verbal reflection and abstraction while developing metacognitive ability • Rota system v spontaneous use of computer: • strict adherence to a rota undermines key use of ICT i.e. as a ‘tool’

6. The Primary National Strategy videos and teachers.tv exemplifying integration of ICT • http://samples.lgfl.org.uk/primary/ • Floor robot and pirate map • ICT and role play • Painting with a tablet PC • Using a musical play mat • Making models Accompanying the videos you will find learning context notes to help you. Teachers.tv has numerous videos relating to ICT in the Foundation Stage e.g. Early Years in Action series

7. Related links • How to develop ICT in the foundation stage • Kent ngfl Early ICT • Alliance for Childhood: Fool’s Gold • Foundation stage ICT: Heather Govier • BoohBah • Computers in the pre-school classroom

8. References • Siraj-Blatchford, J and I (2006) A guide to developing the ICT curriculum for early childhood education, Stoke on Trent, Trentham Books • Poulter, T. and Basford, J. (2003) Using ICT in Foundation Stage Teaching, Learning Matters • Zevenbergen, R (2007) Digital Natives Comt to Preschool: implications for early childhood practice Contemporay Issues in Early Childhood, Vol 8 No. 1