Information technology is now an integral part of most of our everyday lives, and children experience its uses in many contexts. The diversity of purpose should be reflected as far as possible in the Foundation Stage learning environment.
Practitioners should plan opportunities for children to explore ICT through their play and to use it to support learning across the curriculum.
Sometimes they will be learning the particular skills and knowledge necessary to operate a piece of equipment, but at other times, they will be finding out more about the uses of ICT in the context of imaginative and role play.
Computer software is available that is aimed specifically at the Foundation Stage. However, computers are only a part of what should be on offer to children to develop their knowledge and understanding in this area of learning.
When planning learning opportunities for children, it can be helpful for practitioners to start by thinking about all the reasons they have had to use information and communication technology within the last day or week.
This activity usually generates a surprisingly long list of ideas for enhancing provision, particularly in role-play areas.
In highlighting this area of learning, it is also useful to look at how practitioners are using ICT effectively to develop practice. This project includes a focus on using cameras and camcorders with parents to gain a deeper insight into the child's world.
Approach
The Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning opportunities. This project, therefore:
* identifies adult-led activities, to introduce or develop children's understanding of the topic through stimulating, meaningful experiences which offer challenge
* suggests ways to enhance areas of core provision, to consolidate children's learning about the theme. It is the practitioners' role to make daily observations of children's learning which inform individual child profiles and future planning. Children should be encouraged to use the resources to support their own learning. This means that the possible learning outcomes will be wide-ranging and varied.
* advocates that settings should be organised and resourced using a 'workshop' approach so that children can access resources autonomously and independently.
Adult-led activities
Learner driver
Provide opportunities for the children to 'drive' a remote control car.
Key learning intentions
To understand and use simple directional and positional language and other mathematical vocabulary
To operate a remote control vehicle
To design and make with a purpose in mind
Adult:child ratio 1: 2
Resources
* Remote control car or other vehicle (robust with simple handset)
* construction equipment including commercially produced kits and recycled materials such as cardboard boxes and tubes 3a roll of wall lining paper
* directional 'road' signs 3hard (plastic) construction workers' hats Preparation
* Familiarise the children with the necessary directional language such as forwards/backwards.
* Offer plenty of opportunities for the children to explore direction using their whole bodies in a large space.
* Make the 'road' signs using the same symbols (for example, arrows) as displayed on the car handset.
* Make sure that there is a large space available for the activity so that children can move around freely and work on a large scale (such as in the construction area or outdoor area).
* Model the skills involved in controlling the vehicle. Allow the children opportunities to play and experiment with the vehicle before challenging them with this activity.
Activity content
* Suggest to the children that they build a roadway for the vehicle.
* Roll out the lining paper with the children to create the 'road' and encourage them to 'build' houses, shops and so on next to the road and bridges over it.
* Invite the children to 'drive' the vehicle along the road.
* As their control increases, add crossroads or a T-junction to encourage the children to change direction with the vehicle.
Extending learning
Key vocabulary
Directional vocabulary: forward(s), backward(s), stop, start, left, right
Positional vocabulary: in front, behind, next to, in, on, under
Measurement vocabulary: big, small, long, short, wide, narrow, tall, short
Shape vocabulary: square, circle, rectangle, cube, cuboid, cone, cylinder
Questions to ask
* Which button do you need to press to make the car go forward/backward?
* How can you make it turn left?
* Can you make the car stop at the zebra crossing?
* How tall does the bridge need to be for the car to go under it?
* Which arrow will direct us to the toy shop?
Extension ideas
* Create more difficult routes for the children to follow with the vehicle - for example, curved chalk lines in the outdoor area.
* Ask the children to give verbal directions to the 'driver' of the vehicle.
* Demonstrate how to program a floor robot and devise routes for it.
My world
To secure the best possible foundations for children's future learning, practitioners and parents, in consultation with the children, must work together to understand the children's current interests. Starting from an understanding of what is engaging and motivating the child, adults can plan effectively to offer children provision and experiences that will involve them in learning on a deep level.
Using photography with parents and children can serve as a powerful tool in the process of observation, reflection and planning.
Key learning intentions
To understand, and build on, what is engaging and motivating children at home and in the nursery
To share information about children's significant experiences within their home, the local community and the nursery environment, and to recognise the parents as the child's 'first and most enduring' educators
To foster feelings of competence and self-confidence so that children will want to carry on learning
Resources
* Digital video/DVD camcorder * television * time to meet with parents * a comfortable and quiet space to meet in
Preparation
* Share any professional knowledge with parents that will help them to recognise their children's significant learning or deep absorption. It may be useful to hold a group meeting to share this information and to clarify a focus for observations.
* Make sure that all the practitioners involved are familiar with the necessary technology.
* Plan observation time for practitioners to film children at play and make sure that other planning is flexible enough to allow them to record significant information spontaneously as opportunities present themselves.
* Ask for written consent from parents to enable you to share images of their children in these discussions.
Activity content
* Allow time for introductions, then watch the video/DVD sequences filmed in nursery and (if available) at home.
Talk about what the clips tell you about the child's play and interests.
Look for patterns in behaviour and for contexts in which the child is very engrossed. Make sure that the child's comments and opinions are reflected during discussions.
Consult with children in appropriate ways. Adults' close observation of children is an effective way of 'listening' to children, but they can also be more actively involved in the process by, for example, involving them in reflecting on their play as they watch the video/DVD observations with parents and key workers. They could also be included in discussions about plans for developing their own play ideas or additional experiences, such as making outside visits.
* If useful, revisit particular sequences to look more closely at what is happening and ask the adult who filmed them for any additional contextual information that may be helpful in analysis.
* Agree ways of supporting the children's interests and learning, making links between home and in nursery and drawing up plans with parents. Think about resources, activities and experiences that may motivate individual children further and extend their learning.
* File meeting notes, observations, sample images and plans for reference as this process is continued.
Extension ideas
* Plan a date for a follow-up meeting, making it clear that informal chats to share information will be welcomed in the interim. Encourage the parents to take photographs or film at home.
* Share important information about the children's interests and plans with other involved practitioners.
* Make appropriate cameras available to children to record experiences at home and in nursery.
* Compile a DVD for each child and add to this regularly to build up an ongoing record.
* Take digital photographs during each day or session and replay these on a computer slideshow as parents and carers collect their children.
Child-initiated learning
Home corner and role-play areas
Additional resources and adult support
The following list is by no means exhaustive but offers examples of ideas for promoting technology through role play. Much of this equipment will not be fully operational but will enable children to explore and understand the everyday uses of technology and ICT.
Home corner
* Introduce disused telephones (landline and mobile phones) and model use of these by holding conversations with an imaginary person or with a child.
* Attach a battery-operated door 'buzzer' or bell at the entrance to the home corner.
* Include the following pieces of equipment in the kitchen area and take on the role of using these: microwave, cooker, iron, washing machine, toaster, kettle and fridge. Ask the children how this equipment is used in their home.
* In the living room, add a television and video/DVD recorder with remote control, a working CD player. Also include photo albums and Perspex frames and take photos with the children to add to these.
* Attach a 'satellite' dish to the outside wall of the home corner.
* Provide a collection of disused 'pretend' cameras and operational digital/disposable cameras.
* Link up two home corner areas with a plug-in baby alarm.
Outdoors
* Provide walkie-talkies and encourage the children to communicate with each from a distance or between the indoor and outdoor areas. Engage in imaginative and role play with the children. For example, use walkie-talkies and pretend to be police officers looking for Little Red Riding Hood in the forest.
* Encourage the children to search for hidden treasure with metal detectors.
* Set up a garage with petrol pumps and a coin-operated car wash.
* Create a 'pelican crossing' with the children using traffic lights, red and green person signs and buttons to press.
Shops and supermarkets
* Make a conveyor belt using a roll of wall lining paper and provide a till. Play alongside the children as a shopper or shop assistant.
* Think about how you can represent equipment such as an announcement speaker system, swipe cards, security tags and alarms.
* Introduce electronic calculators.
Clinic/hospital
* Create monitors (for example, blood pressure, pulse) and machinery such as X-ray equipment and scanners. Remember that the children's experiences will be varied and some will need more support than others in order to access such role play.
* Provide a computer monitor and keyboard and encourage the children to look up patient information and book appointments.
Play possibilities
* Exploring resources and equipment
* Talking about ideas, experiences and plans
* Pretending to use the equipment in the context of role play
Possible learning outcomes
Uses language to recreate roles and express ideas
Understands purposes of technology in everyday life and is familiar with how to operate everyday equipment
Recreates and represents first hand experiences in their own lives or experiences derived from TV or film
Music and sound area
Additional resources and adult support
* Include a CD or tape player in the area and introduce language such as 'eject', 'rewind', 'skip', 'forward'. Model the skills needed to operate the equipment correctly. Ask children to demonstrate, or explain, how to use the equipment.
* Offer a variety of tapes/CDs including music from different genres, cultures and times. Encourage the children to listen to a range of music and then to make personal choices about what they play.
* Support the children in recording their own singing or music-making and in playing this back.
* Provide electronic musical instruments (for example, 'stepping stones', keyboards) and explore the possibilities of these with the children.
* Invite a musician to play instruments such as an electric guitar or electronic keyboard for the children.
Play possibilities
* Experimenting with equipment
* Explaining to others how to use the equipment
* Singing along and dancing to favourite music
* Making sounds and own music
Possible learning outcomes
Uses appropriate technical vocabulary and spoken language to give instructions
Is able to perform simple functions on ICT apparatus
Shows increasing control and co-ordination when operating equipment Enjoys listening and responding to music and expresses musical preferences Explores how simple sounds can be changed