ICT Resource Suggestions.

1. ICT Resource Suggestions.

2. Curriculum Requirements. ‘Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical experiments'; and work with a range of materials.’ (DfES, 2009a:75)

3. Why ICT? ‘…it is the development of ICT capability rather than ICT skills that should be the focus of ICT in education in the Early Years… ICT capability is considered the ability to utilise ICT independently, appropriately and creatively and to understand ICT in its social context.’ (Morgan and Siraj-Blatchford. 2009:19) With regards to Early Years ICT, Hayes and Whitebread (2006: 1) use the phrases ‘…teaching for tomorrow… for tomorrow’s citizens.’ We have the duty to offer quality ICT opportunities to the children today, as ICT will have a massive bearing on their learning, professions and day-to day lives in their tomorrows.

4. Cross-curricular ICT O’Hara (2004: 45) states that ICT ‘…ought to be indistinguishable from planning for any other area of the early years curriculum.’ And used to, ‘…extend and enhance learning… rather than separate from the rest of the provision.’ Therefore, we must acknowledge ICT supports… • PSED: Working together. • CLL: Language for Thinking, Language for Communicating • PSRN: Numbers as Labels and for Counting, Shape, Space and Measures • KUW: Exploration and Investigation, Designing and Making, ICT, Place • PD: Movement and Space, Using Equipment and Materials • CD: Being Creative- Responding to Experiences, Expressing and Communicating Ideas (DfES: 2007b)

5. Staff’s obligation to the children and the EYFS What children want/deserve. Quality appropriate resources. Choose to explore ICTfreely Dewey suggests that ‘children learn by doing… develop their own Interests …and work in ways that match their age and stage of development.’ and staff should have a ‘good general knowledge… and want to continue their learning.’* With the lack of ICT opportunities available to the children, are we meeting our obligations to the children and EYFS? Choose a directed or undirected activity Planning, and planning for spontaneity. Allow time and freedom to explore ICT. Produce a result. To know or ask about ‘What next…’ Staff knowledge of equipment and subject Provide opportunities for Seamless manipulation. To manipulate Data at will *Pound, 2005: 22

6. Computer Hardware.It’s safe to say the children’s computers are tired, out of date and work sporadically and need to be replaced. Options 1: Second user tower, • Free/Cheap • May have pre-adopted conflicts. • Dated, Limited life expectancy. Option 2: New unit. • Up-to-date, last longer. • Will handle new hard and software. • Will handle current applications. • Costs around £300. http://www.novatech.co.uk/novatech/home.html

7. Peripherals Wireless web connection. • To able children to access topic related resources. • Allow automatic computer updates (ensuring system longevity). • Webcam Eastleigh. • Access Wiki/web based activities. • Parental Controls can/will ensure this is not abused (i.e. e-mail, facebook etc. can be blocked). Children’s Keyboard. • Child friendly, less confusing. • Larger, attractive keys. • No shortcut keys, less likely to access administrator files and ‘crash’ the system. • Lowercase letters, more familiar.

8. Peripherals (recording and playback equipment). Speakers. • Use Multi-media applications. • Many programmes require audio. • Play, access and download topic related audio, i.e. Chinese/cultural music. • Record and play own audio files. Sound Recording Options. • Children can record own narrative to stories and files. • Record experiences as they happen. • Staff can record ‘podcasts’ i.e. stories to access at will. • Add Narrative to own movie files.

9. Peripherals cont… Single Button Mouse • Aids children who have issues with left and right ‘click’ • Eliminates issues with accessing ‘control menu.’ • Concentrates on hand-eye co-ordination and basic mouse control. Multiple Port USB Hub. • Easy access for connecting add-ons. • No need to touch PC base unit. • Safer for children and PC.

10. Digital Imagery. E2Bn (2008) state that ICT supports: ‘Children’s own record keeping – what they value can be different to what we value, gives you insight into their likes/dislikes and enables you to reflect back on experiences with children.’ Personally, I recommend the VTECH camera pictured below. (against others I have researched) • Two (definable) handed operation. • Optional ‘Binocular’ viewing- child friendly subject framing. • Single image and video options. • More sturdy than others I’ve handled. • Attractive design.

11. Printers. • Will give the children the opportunity to produce their work. • Displays can show children’s real views. • Children can follow the process from taking, manipulating and printing images. • Children can ‘paint’ on screen and hold a copy in their hands. • Cartridge costs can be low with the correct printer and cartridges can be limited/rationed.

12. Imagine this, children… …recording processes …recording preferences “At nursery I like …” …recording experiences … listening to own stories and ‘blogs’. … working together.

13. Section summery… ‘One advantages of working with children using computers is that we, teachers and researchers, benefit from the fact that computers make transparent the engagement of children…’ (Hayes and Whitbread, 2006:22). • All areas of the curriculum are addressed . • Experiences in this area are relevant to the children’s world today and their future learning. • All senses are used, stimulated and fine tuned through ICT. • Children are involved in entire processes from conception to product. • Children can record their own learning journeys. • Audio files of children’s work and stories can be uploaded and accessed frequently. • Incorporates both learning inside and out. • Makes learning ‘relevant’ not ‘abstract’.

14. Bee-Bot & Remote Control Toys. When discussing children interacting with programmable toys, Siraj-Blatchford and Siraj-Blatchford (2006:40) state that: ‘Problem solving skills will be encouraged and geometric concepts, collaboration and higher level thinking developed.’ To be able to ask an object to reach a destination, one needs to be able to look and think from the object’s point of view; i.e. lateral thinking. • One Bee-Bot and transparent mat can… • be used alone or in small groups. • encourage communication skills development. • encourage social skill development. • can be adapted to cover all areas of learning and topics by adding shapes, numbers and other pictures.

15. Linking ICT experiences to theorists. • ‘Hands on’ experiences • Piaget: ‘children need to experiment actively with materials and to experience things in the real world to develop thought.’ (Pound. 2005:38) • With a ‘real’ camera and programmable toys children can take control of the activity. • Montessori saw the importance of offering the children ‘real’ but child-sized equipment and giving the children, ‘… long uninterrupted periods of time in which to follow their interests or to carry out their tasks,’ (Pound. 2005: 31) • Staff can also be involved, providing plenty of 1:1 and small group activities. • Vygotsky: ‘ … adults help a child to learn, they are fostering the development of knowledge and ability.’ (Pound. 2005:40) • Staff will able to observe and assess the children in an area that is rarely on offer. • Malaguzzi. ‘…[to] identify and understand children’s learning.’ (Pound. 2005:53) • Programmable toys and PC based learning opportunities can provide opportunities to plan and discuss processes. • High/Scope. ‘Plan-Do-Review’ process. (Pound. 2005:57)

16. Wish List… Digital camera, to take own images and video files Complete PC system with internet access to keep updated and access topic related resources BeeBot with transparent mat to make our own learning tools

17. Bibliography Department For Education and Skills., (2007a). Statutory Framework for the Early Years Foundation Stage. Annesley: DfES Publications. Department For Education and Skills., (2007b). Practice Guidance for the Early Years Foundation Stage. Annesley: DfES Publications. E2B2., (2008). Using digital cameras and scanners. [online] Cambridge: Homerton Children’s Centre. Available from: http://ictearlyyears.e2bn.org/resources_65.html. [Accessed 1 December 2009] Hayes, M., Whitebread, D., (2006). ICT in the Early Years. Maidenhead: Open University Press. O’Hara, M., (2004.) ICT in the Early Years. London: Continuum Morgan, A., Siraj-Blatchford, J. (2009). Using ICT in the Early Years. London: Practical Pre-school Books. Pound., L. (2005). How children learn. Leamington Spa: Step Forward Publishing Limited Siraj-Blatchford, I., Siraj-Blatchford, J. (2006). A Guide To Developing the ICT Curriculum for Early Childhood Education. Stoke on Trent: Early Education.