The range of modern technology currently available allows us to communicate quickly with an almost immediate response. Use the following ideas to invite, inform, advise and instruct, demonstrating a successful exchange of information.
Adult-led activities
On the line
Make a telephone call.
Key learning intentions
To initiate conversation with others
To listen and respond
To recognise numbers 1-9
Adult:child ratio 1:4.
Resources
* Telephone (with hands-free facility if possible) * a list of telephone numbers to be used * a telephone directory * simple map/plan of your establishment, grounds, and local vicinity * paper and pencils
Preparation
* Arrange for several telephone calls to be received. Ask for participation from parents, friends and members of the community who are known to the children.
* Make the map and plot the location of each call receiver with a different coloured spot. Match a spot on the map with each person's name, address and telephone number on the list.
* Organise an event or activity so the call can be used as an invitation.
Activity content.
* As a starting point, discuss with the children how we tell each other something. Ask for suggestions - for example, shout, chat, whisper, sing, laugh, cry, smile, signal, play.
* Use several rooms or areas in your setting to allow the children to experiment with talking to someone when they are some distance away.
Support this by pinpointing different locations on the map and discuss the results.
* Ask how and why the children communicate with family and friends who don't live near to them. Talk about letters, birthday cards, party invitations and postcards. After comments have been made, discuss the types of technology available today and their benefits, such as speed.
* Suggest that as you have an upcoming event, it would be a good idea to invite friends of your establishment.
* At this point introduce the telephone, naming the main parts and their functions. Explain how the message is passed along telegraph wires (for landlines) and radio masts ( for mobiles).
* Let the children each rehearse asking a question.
* Demonstrate how to have a telephone conversation by making a call yourself.
* Explain the purpose of the directory and then choose a number on your list. Look at the location on your map to confirm that the telephone method will be quick, accurate and efficient.
* Support children in recognising and matching the numbers and dialing correctly. Stress the telephone must not be touched by the children unless a relative is present or it is an emergency. Invite your local police officer in to explain.
* Allow the children to carry out the invitation, asking how many guests will attend. The hands-free facility here is beneficial as it allows you to use it when the caller is speaking and to instruct the children without taking hold of the receiver. It also creates an opportunity for the remaining members of the group, while waiting for their turn to observe the questioning and answers given.
* When all of the calls have been made, gather the children together to collate the information recorded. State that now you have successfully discovered who will attend, the planing of the event can begin.
Extended learning.
Key vocabulary
Message, communicate, feelings, news, telephone, telephone line, telephone directory, wire, telegraph pole, mast, signal, map, position, near, far, distance, quick, receiver, listen, speak, dial, buttons, tone, ring, questions, conversation, understand.
Questions to ask
Why do we send messages? How do we send a message? What is a telephone used for? How does the message travel distances? What happens when you lift the receiver? How do you make a call? Why is the telephone number sometimes engaged? What is the telephone directory for? How do you know who you are speaking to?
Extension ideas.
* Put old telephones in your role play area and set up an office, doctor's surgery or travel agency.
* Use unwanted telephone directories in your literacy area to encourage writing, language and number recognition.
* Listen to various ring tones and ask the children to make up some of their own.
* Play Chinese whispers, which illustrates simply how poor listening leads to distortion of language.
* Experiment with sounds by attaching a length of waxed string between two plastic or tin cups. Let the children discover how vibrations and sound travel.
* Write thank-you messages and draw simple pictures (using markers on A4 paper) and fax them to willing guests. Let the children wait for a reply.
Make a connection.
Send an e-mail.
Key learning intentions
To find out about and identify the uses of everyday technology and use it to support learning
To know that print carries meaning
To recognise some letters and link them to the appropriate sound
Adult: child ratio 1:4
Resources
* Computer * internet access * relevant e-mail facility * scanner (if necessary) * printer * paper * black marker pen * message takers with e-mail addresses
Preparation
* Check e-mail addresses and confirm that all systems have appropriate equipment. Ask all e-mail takers to reply when each message has been received.
* Print a list of names and e-mail addresses, using child-friendly fonts such as comic sans, size 28.
* This activity would be successful as a follow-up to an event, trip or visitor, as it means more to the children if they are sending a message to someone they have met.
* Gather relevant artwork or photographs to scan and save so they can be attached to your e-mail. Do not make your attachment too big, as it will delay or prevent the e-mail being sent.
* Obtain permission from parents or carers if photographs are to be used.
Activity content
* Remind the children of the people they met and ask if it would be a good idea to let them see the results of the work generated by the event. Take suggestions on how this could be done.
* Look at the 'pros and cons' for each method, stating that several messages need to be sent, pictures must be shown and it needs to be done today.
* Show the group your computer and ask if anyone knows if it may help.
* Start to explain about sending electronic mail - e-mail. Talk about computers sending messages to each other via the internet. Say that it happens quickly and it will mean the information will be received today.
* Look at the list of names and e-mail addresses. Stress that there still needs to be an address to send the message to the correct person.
* Open the files where you have stored your artwork and photographs. Show the children what you have done and state that these will be sent with a typed message to explain.
* Now as a group, decide on a short message, which may include a question.
Scribe it clearly on to paper using the marker. Mention capital letters and relevant punctuation.
* Look at the computer, naming parts and functions.
* Support the children in taking turns to type the relevant e-mail address and message. Encourage the recognition of correct letter names and sounds.
Change style and size of font appropriately.
* Print out a copy of your message to illustrate what will actually be received.
* Attach the file to your message and send. Allow the children to wait for a reply and print it out when received.
* Display both communications to demonstrate the understanding of the conversation that has taken place.
Extended learning
Key vocabulary
Computer, printer, scanner, internet, e-mail, connection, message, send, page, type, screen, spacebar, keyboard, keys, mouse, cursor, letter names, reply, received, print.
Questions to ask
How will we send our artwork and photographs quickly? What shall we say in our message? How will one computer talk to another? Why do we need an e-mail address? How will we start our sentence? What is the mouse control for? Why do you need the keyboard? How will we make a space between each word? Do you know what this letter is called? What sound does it make?
Extension ideas
* Send more e-mails and compare the speed of delivery by posting the same message and observing the journey times.
* Use old keyboards and a supply of paper and coloured pens to encourage the children to illustrate and send their own messages.
* Send memos to other classes or use messengers to share information.
* Write letters home with the children and visit your local post office to follow some of the process for posted letters.
* Stock the writing area with birthday cards, postcards, letters, invitations, magazines, newspapers and any other forms of written communications.
* Set up a website for your setting, include photographs, upcoming events and examples of the children's work.
* Use a web camera as a way for the children to converse, providing the opportunity to practise questioning and answering.
Child-initiated learning
All areas
Additional resources
* Camera (digital if possible) * paper * printer * computer * scanner (if necessary)
Possible learning experiences
* To express and communicate ideas using suitable resources.
* To be able to sequence routines in the day.
* To ask questions about why things happen and how things work.
* To take turns and share with other members of the group.
* To identify similarities when observing the pattern of each day.
* To show basic skills by using a range of small and large equipment.
The practitioner role
* Obtain permission from parents and carers before photographs are taken.
* Talk to the children about your routines throughout the day, if they can remember them all. Ask if it would be helpful if a record of each one was made to show new members of the group and visitors to your establishment.
* Make a list together of all the pictures that will need to be taken. Use a picture or symbol to identify each one.
* Show the children some photographs and tell them this will be a good method to illustrate each event.
* Introduce the children to the camera, naming relevant parts. Digital cameras are preferable, as the results can be viewed, reviewed and printed immediately.
* Demonstrate how to hold the camera and view a picture before taking it.
* Print out two copies of each picture, ask the children for help in producing a simple sentence for each one to explain what is happening.
* Take one set of photographs and allow the children to put them in the correct sequence, from the start to the finish of the day.
* Then prominently display a sequenced set and make a book for your story corner with the other.
* Extend the activity by making instruction books or boards using photographs of each stage - for example, making play dough, assembling play equipment.
Literacy area
Additional resources
* Tape recorder * blank tape * a chosen song * musical instruments Possible learning experiences
* To gain confidence when speaking and singing.
* To show an awareness of the listener.
* To engage in music making.
* To explore and experiment with sounds and words.
* To work as part of a whole group.
* To discover the meaning of new words.
* To respond with relevant song actions.
The practitioner role
* Look at a selection of songs old and new with the children. Select a favourite and if it has existing words, change them to suit your event or topic. Get the children involved in the new words and corresponding actions so it becomes "their song".
* Learn the song, confirming that the children know the meaning of any new vocabulary. Check that the diction is correct. Use instruments as accompaniment if appropriate.
* Ask the children if they'd like to share the song with other children in your setting. Get suggestions on how this would be possible. Ask children how they themselves have learned songs.
* Show the children the tape recorder, talk about what it does and give them a quick demonstration of a recording.
* When you are happy with the song rendition, record it on tape. Ask individual children to introduce the song and its links with the work they are doing.
* When recording is over, play it back to the children so they are aware that a recording has taken place.
* Make copies of the tape and the lyrics with directions of song actions, and allow the children to distribute it to other classes, asking if the other children could learn it too.
* When your whole school meets, invite all of the children to join in with the singing.
* Afterwards talk about the results of this activity, discussing how this method of communicating enabled lots of children to enjoy the song.
* Extend this activity by using a video recorder to show the other children in your setting something different. Compare the methods and results.
Resources
* The Jolly Postman and Other People's Letters by Janet and Allan Ahlberg (Viking Children's Books, 12.99)
* The Jolly Pocket Postman by Janet and Allan Ahlberg (Viking Children's Books, 12.99)
* Katie Morag Delivers the Mail by Mairi Hedderwick (Red Fox, 4.99)
* Kipper's Birthday by Mink Inkpen (Hodder Children's Books, 5.99)
* Penguin Post by Debi Gliori (Picture Corgi, 5.99)