ICT in early yearsICT was first introduced into the early years

curriculum in September 2000 by the Qualifications and Curriculum Authority (QCA). They brought out the Foundation

Stage curriculum guidance which covered six areas of learning. This was updated in 2007

when the Early Years Foundation Stage (EYFS) was introduced, combining Birth to Three and the Foundation stage into one

guidance. This sets the standards for children from birth to five.

Six areas of learning

1. Personal, social and emotional development2. Communication, language and literature3. Problem solving, reasoning and numeracy 4. Knowledge and understanding of the world5. Physical development6. Creative development

Value of ICT ‘ICT – is about how children find out about and learn how

to use appropriate information technology such as computers and programmable toys that support their learning’ (EYFS practice cards 2008).

Ict can be used across all six aspects of the curriculum, from working together on a computer game to creating a piece of music on a keyboard.

Value of ICTICT connects all types of learning and

‘...can play a major part in developing a unique child as a competent learner...’ (Poulter 2008).

‘We need to build up the store of knowledge and keep abreast of rapid technological development if we are to prepare the future generation (DfEE 1997 cited in O’Hara 2004)

Value of ICTEYFS practice guidance states that as part of children’s

learning and development, we as practitioners have to support children in their use of ICT . Not only with regards the use of computers but also with a range of equipment e.g. programmable toys, cameras, cd players, tape recorders (EYFS 2008)

Practitioners need to make ICT accessible to boys, girls, children with special needs.

Security on the internet Security using the internet is of paramount importance.

Children using any web based programme must be protected by using a suitable screening security programme.

These block and filter out any unsuitable content, examines instant messages, and social networking sites notifying you of any inappropriate information being received, helping to stop scammers, online predation and cyber bullying. These programmes also help you to control the length of time that children access the internet as well as notifying you of the websites visited.

http://www.netnanny.co.uk/ http://www.cyberpatrol.com/ http://www1.k9webprotection.com/

ICT in pre-schoolsThere is a variety of ICT equipment and resources available

to children within early years settings. There are vast differences in resources in various settings. These are often down to the restraints put onto settings, e.g. Some are pack away settings and there are also financial implications.

Smaller pre-schools may not have the finances or ability to have an interactive white board so will be more creative with their ICT provision. Apart from computers, interactive white boards and digital cameras, there are other resources and ways to introduce ICT into the classroom. E.g. Calculators, torches, microwaves, wind up toys and overhead projectors.

ICT in our settingWe are a small pack away setting and have limitations on

the size and nature of ICT equipment that we have available for the children to access.

We use a variety of equipment – e.g.ComputerDigital cameras,Remote controlled toys,Wind up toys

Computers in Pre-school

These have a valuable place in schools to build on skills children already have and develop them further. I agree with Harriet Price, ICT consultant for Homerton Children’s Centre. who says ‘ICT is a great leveller among children of different abilities’. She states that some children might find certain subjects like art difficult but may create an equally creative piece of art work on the computer. (Furness, 2009)

Computers in Pre-schoolOur children use the computer everyday, loading the games

they choose to play into the cd drive, using the mouse to click on various icons, working together in solving the puzzle and talking through what to do next. They also help and assist those who are less competent by guiding them through games, helping them when they get stuck.

We load pictures taken of the children during play onto the computer and set it up as the screensaver, creating wonderful discussion and language.

We also download, print off and laminate resources found online for games, wall displays etc.

These are a valuable resource for adult and child alike. As part of an activity children can take pictures of various things, download the pictures onto the computer and then print them off. Adults can take pictures of children engaged in different activities and use these pictures as part of the child’s learning journey. Children’s digital cameras are sturdier than normal cameras ,come in various colours and designs thereby appealing to all children and their likes and dislikes. They have very simple buttons making it easier for children to operate.

We often send children off on a mission to photograph things of a certain colour, their friends, or they may use it to record a model they have made or something they have seen outside. Having researched this assignment I would like to try some activities out of’ Helen Bromley’s Picture this – 50 ways to use a camera’

Remote controlled toys

There are many types of remote controlled toys on the market. Some with hand held controllers and some that have to be programmed.

We have many remote controlled toys with hand held controllers in our setting, children enjoy controlling the ‘robot’ , manoeuvring it in and out of the table legs, following a path or through an obstacle course. In the near future we would like to purchase a programmable toy .

The beebot is a very popular and good example of this type of programmable robot. BEEBOT

Wind up toys

A great source of these types of toys are the ones given out with children’s meals at fast food restaurants. They are very topical, relatively sturdy and have a variety of ways to make them work. Wind up mechanisms for tiny fingers to practice to manipulate, buttons to press to make lights work or sounds to play, strings to pull to make toys move and toys to put together to make a noise.

At our setting we have a ‘bits and bobs’ box with all the wind up toys and the children love using their explorative nature to find out how to make them work, move, light up and make sounds.

An example of ICT use in the classroom

http://www.teachers.tv/video/230

Usefull books, websites etc The Really Useful Book of ICT in the Early Years Edited by Harriet Price ISBN: 978-0-415-43418-8 Binding: Paperback Published by: Routledge Publication Date: 12/12/2008

Supporting ICT in the Early Years John Siraj-Blatchford, David Whitebred ISBN: 9780335209422

Division: Open University PressPub Date: OCT-03

Sparkle box http://www.sparklebox.co.uk/thumbs926-930/sb926prev.html

http://foundation.e2bn.org/resources_98.html

Bibliography Bromley, H. (2003) Picture This, 50 Exciting Ways to Use A Camera Birmingham:

Lawrence Educational Publications.

Department for children, schools and familes,(2008) Early Years Foundation Stage Principles into Practice cards Nottingham: DCSF (Knowledge and understanding of the world card)

Department for children, schools and familes,(2008) Practice Guidance Early Years Foundation Stage Nottingham: DCSF (p78)

Furness, V (2009) Curriculum – ICT – From ABC to ICT. TES Online http://www.tes.co.uk/article.aspx?storycode=6014565 (04/11/2009)

O’Hara, M. (2004) ICT in the Early Years London: Consortium, p4

Poulter,T. (2008)’IC in the Early Years Foundation Stage’ in J. Basford and E Hodson, (Eds), Teaching Early Years Foundation Stage (Achieving QTS), Exeter: Leaning Matters, p98.

http://www.teachers.tv/video/230 (30/10/2009)