ICT Resource Suggestions.

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)

Why ICT?Why ICT?‘…‘…it is the development of ICT it is the development of ICT capabilitycapability rather than rather than

ICT skills that should be the focus of ICT in ICT skills that should be the focus of ICT in education in the Early Years… ICT capability is education in the Early Years… ICT capability is considered the ability to utilise ICT independently, considered the ability to utilise ICT independently, appropriately and creatively and to understand ICT appropriately and creatively and to understand ICT in its social context.’ in its social context.’ (Morgan and Siraj-Blatchford. 2009:19)(Morgan and Siraj-Blatchford. 2009:19)

With regards to Early Years ICT, Hayes and With regards to Early Years ICT, Hayes and WhitebreadWhitebread

(2006: 1) use the phrases ‘…teaching for (2006: 1) use the phrases ‘…teaching for tomorrow… fortomorrow… for

tomorrow’s citizens.’ tomorrow’s citizens.’ We have the duty to offer quality ICT opportunities We have the duty to offer quality ICT opportunities to the children today, as ICT will have a massive to the children today, as ICT will have a massive bearing on their learning, professions and day-to bearing on their learning, professions and day-to

day lives in day lives in their their tomorrows.tomorrows.

Cross-curricular ICTCross-curricular ICT

O’Hara (2004: 45) states that ICT ‘…ought to be O’Hara (2004: 45) states that ICT ‘…ought to be indistinguishable from planning for any other area indistinguishable from planning for any other area of the early years curriculum.’ And used to, ‘…of the early years curriculum.’ And used to, ‘…extend and enhance learning… rather than separate extend and enhance learning… rather than separate from the rest of the provision.’from the rest of the provision.’

Therefore, we must acknowledge ICT supports…Therefore, we must acknowledge ICT supports…– PSED: Working together. PSED: Working together. – CLL: Language for Thinking, Language for CommunicatingCLL: Language for Thinking, Language for Communicating– PSRN: Numbers as Labels and for Counting, Shape, Space PSRN: Numbers as Labels and for Counting, Shape, Space

and Measuresand Measures– KUW: Exploration and Investigation, Designing and Making, KUW: Exploration and Investigation, Designing and Making,

ICT, PlaceICT, Place– PD: Movement and Space, Using Equipment and PD: Movement and Space, Using Equipment and

MaterialsMaterials– CD: Being Creative- Responding to Experiences, CD: Being Creative- Responding to Experiences,

Expressing and Communicating Ideas (DfES: 2007b)Expressing and Communicating Ideas (DfES: 2007b)

Planning, and planning for spontaneity.

Quality appropriate resources.

Staff knowledge of

equipment and subject

Allow time and freedom to explore ICT.

Provide opportunities for Seamless manipulation.

Choose to explore ICT

freely Choose a directed or undirected

activity

To know or ask about ‘What

next…’

To manipulate Data at will

Produce a result.

Staff’s Staff’s obligation to obligation to

the children and the children and the EYFSthe EYFS

What What children children

want/deservewant/deserve..

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 childrenand EYFS?

*Pound, 2005: 22

Computer Hardware.Computer Hardware.It’s safe to say the children’s It’s safe to say the children’s

computers are tired, out of date and computers are tired, out of date and work sporadically and need to be work sporadically and need to be

replaced.replaced.Options 1: Second user tower,Options 1: Second user tower,• Free/Cheap Free/Cheap • May have pre-adopted conflicts.May have pre-adopted conflicts.• Dated, Limited life expectancy.Dated, Limited life expectancy.Option 2: New unit.Option 2: New unit.• Up-to-date, last longer.Up-to-date, last longer.• Will handle new hard and software.Will handle new hard and software.• Will handle current applications.Will handle current applications.• Costs around £300. Costs around £300.

http://www.novatech.co.uk/novatech/home.html

PeripheralsPeripherals Wireless web connection.Wireless web connection. • To able children to access topic related To able children to access topic related

resources.resources.• Allow automatic computer updates Allow automatic computer updates

(ensuring system longevity)(ensuring system longevity). . • Webcam Eastleigh. Webcam Eastleigh. • Access Wiki/web based activities.Access Wiki/web based activities.• Parental Controls can/will ensure this is Parental Controls can/will ensure this is

not abused not abused (i.e. e-mail, facebook etc. can be (i.e. e-mail, facebook etc. can be blocked).blocked).

Children’s Keyboard.Children’s Keyboard.• Child friendly, less confusing.Child friendly, less confusing.• Larger, attractive keys.Larger, attractive keys.• No shortcut keys, less likely to access No shortcut keys, less likely to access administrator files and ‘crash’ the administrator files and ‘crash’ the

system.system.• Lowercase letters, more familiar.Lowercase letters, more familiar.

Peripherals Peripherals (recording and (recording and playback equipment).playback equipment).

Speakers.Speakers.• Use Multi-media applications.Use Multi-media applications.• Many programmes require audio.Many programmes require audio.• Play, access and download topic related audio, Play, access and download topic related audio,

i.e. Chinese/cultural music.i.e. Chinese/cultural music.• Record and play own audio files.Record and play own audio files.

Sound Recording Options.Sound Recording Options.• Children can record own narrative toChildren can record own narrative to

stories and files.stories and files.• Record experiences as they happen.Record experiences as they happen.• Staff can record ‘podcasts’ i.e. stories to Staff can record ‘podcasts’ i.e. stories to

access at will.access at will.• Add Narrative to own movie files.Add Narrative to own movie files.

Single Button MouseSingle Button Mouse• Aids children who have issues with left and Aids children who have issues with left and

right ‘click’right ‘click’

• Eliminates issues with accessing ‘control Eliminates issues with accessing ‘control menu.’menu.’

• Concentrates on hand-eye co-ordination and Concentrates on hand-eye co-ordination and basic mouse control.basic mouse control.

Multiple Port USB Hub.Multiple Port USB Hub.

• Easy access for connecting add-ons.Easy access for connecting add-ons.

• No need to touch PC base unit. No need to touch PC base unit.

• Safer for children and PC.Safer for children and PC.

Peripherals cont…Peripherals cont…

Digital Imagery.Digital Imagery.

E2Bn (2008) state that ICT supports: ‘E2Bn (2008) state that ICT supports: ‘Children’s Children’s own record keeping – what they value can be own record keeping – what they value can be different to what we value, gives you insight different to what we value, gives you insight into their likes/dislikes and enables you to into their likes/dislikes and enables you to reflect back on experiences with children.’reflect back on experiences with children.’

Personally, I recommend the VTECH camera Personally, I recommend the VTECH camera pictured below. (against others I have pictured below. (against others I have researched)researched)

• Two (definable) handed operation.Two (definable) handed operation.• Optional ‘Binocular’ viewing- child friendly Optional ‘Binocular’ viewing- child friendly

subject framing.subject framing.• Single image and video options.Single image and video options.• More sturdy than others I’ve handled.More sturdy than others I’ve handled.• Attractive design.Attractive design.

Printers.

• Will give the children the opportunity to Will give the children the opportunity to produceproduce their work. their work.

• Displays can show children’s real views. Displays can show children’s real views. • Children can follow the process from Children can follow the process from

taking, manipulating and printing images.taking, manipulating and printing images.• Children can ‘paint’ on screen and hold a Children can ‘paint’ on screen and hold a

copy in their hands. copy in their hands. • Cartridge costs can be low with the Cartridge costs can be low with the

correct printer and cartridges can be correct printer and cartridges can be limited/rationed.limited/rationed.

Imagine this, childrenImagine this, children……

……recording recording processesprocesses

……recording recording preferencepreferencess

““At nursery I like At nursery I like …”…”

… … listening listening to own to own stories and stories and ‘blogs’.‘blogs’.

……recording recording experiencesexperiences

… … working together.working together.

Section summery…‘‘One advantages of working with children using computers is One advantages of working with children using computers is

that we, teachers and researchers, benefit from the fact that we, teachers and researchers, benefit from the fact that computers make transparent the engagement of that computers make transparent the engagement of children…’ (Hayes and Whitbread, 2006:22).children…’ (Hayes and Whitbread, 2006:22).

• All areas of the curriculum are addressed .All areas of the curriculum are addressed .• Experiences in this area are relevant to the children’s Experiences in this area are relevant to the children’s

world today and their future learning.world today and their future learning.• All senses are used, stimulated and fine tuned through All senses are used, stimulated and fine tuned through

ICT. ICT. • Children are involved in entire processes from conception Children are involved in entire processes from conception

to product. to product. • Children can record their own learning journeys. Children can record their own learning journeys. • Audio files of children’s work and stories can be uploaded Audio files of children’s work and stories can be uploaded

and accessed frequently. and accessed frequently. • Incorporates both learning inside and out.Incorporates both learning inside and out.• Makes learning ‘relevant’ not ‘abstract’. Makes learning ‘relevant’ not ‘abstract’.

Bee-Bot & Remote Control Toys.Bee-Bot & Remote Control Toys.When discussing children interacting with When discussing children interacting with programmable toys, Siraj-Blatchford and Siraj-programmable toys, Siraj-Blatchford and Siraj-Blatchford (2006:40) state that: ‘Problem solving Blatchford (2006:40) state that: ‘Problem solving skills will be encouraged and geometric concepts, skills will be encouraged and geometric concepts, collaboration and higher level thinking developed.’ collaboration and higher level thinking developed.’

To be able to To be able to ask ask an object to reach a destination, an object to reach a destination, one needs to be able to look and think from the one needs to be able to look and think from the object’s point of view; i.e. lateral thinking.object’s point of view; i.e. lateral thinking. One Bee-Bot and transparent mat can…One Bee-Bot and transparent mat can…

• be used alone or in small groups.be used alone or in small groups.

• encourage communication skills encourage communication skills development.development.

• encourage social skill development.encourage social skill development.

• can be adapted to cover all areas of can be adapted to cover all areas of learning and topics by adding shapes, learning and topics by adding shapes, numbers and other pictures.numbers and other pictures.

• ‘ ‘Hands on’ experiences Hands on’ experiences

•Piaget: ‘children need to experiment actively with materials Piaget: ‘children need to experiment actively with materials and to experience things in the real world to develop thought.’ and to experience things in the real world to develop thought.’ (Pound. 2005:38)(Pound. 2005:38)

• With a ‘real’ camera and programmable toys children can With a ‘real’ camera and programmable toys children can take control of the activity. take control of the activity.

Montessori saw the importance of offering the children Montessori saw the importance of offering the children ‘real’ but child-sized equipment and giving the children, ‘… ‘real’ but child-sized equipment and giving the children, ‘… long uninterrupted periods of time in which to follow their long uninterrupted periods of time in which to follow their interests or to carry out their tasks,’ (Pound. 2005: 31)interests or to carry out their tasks,’ (Pound. 2005: 31)

• Staff can also be involved, providing plenty of 1:1 and small Staff can also be involved, providing plenty of 1:1 and small group activities. group activities.

Vygotsky: ‘ … adults help a child to learn, they are Vygotsky: ‘ … adults help a child to learn, they are fostering the development of knowledge and ability.’ fostering the development of knowledge and ability.’ (Pound. 2005:40)(Pound. 2005:40)

• Staff will able to observe and assess the children in an area Staff will able to observe and assess the children in an area that is rarely on offer.that is rarely on offer.

Malaguzzi. ‘…[to] identify and understand children’s Malaguzzi. ‘…[to] identify and understand children’s learning.’ (Pound. 2005:53)learning.’ (Pound. 2005:53)

• Programmable toys and PC based learning opportunities can Programmable toys and PC based learning opportunities can provide opportunities to plan and discuss processes. provide opportunities to plan and discuss processes.

High/Scope. ‘Plan-Do-Review’ process. (Pound. 2005:57)High/Scope. ‘Plan-Do-Review’ process. (Pound. 2005:57)

Linking ICT experiences to Linking ICT experiences to theorists.theorists.

Wish List…Wish List…

Complete PC system with internet access to keep updated and access topic related resources

Digital camera, to take own images and video files

BeeBot with transparent mat to make our own learning tools

Prices

• PC Base unit @ PC Base unit @ £300£300 (depending on spec’) Novatech (depending on spec’) Novatech• PC Line Microphone @ PC Line Microphone @ £5.99£5.99 PC WorldPC World

• Mice Single button @ Mice Single button @ £25.99£25.99 (or colour coded 2 button mouse (or colour coded 2 button mouse £12.99£12.99) TTS) TTS

• Child’s Keyboard @ Child’s Keyboard @ £13.00£13.00 AmazonAmazon

• VTECH Kiddizoom @ VTECH Kiddizoom @ £42.00 £42.00 AmazonAmazon

• USB expansion ports @ USB expansion ports @ £10.00£10.00 PC WorldPC World • MP3 Player/Recorder @ MP3 Player/Recorder @ £29.99£29.99 TTSTTS

• Wi-Fi Adapter @ Wi-Fi Adapter @ £17.99£17.99 PC WorldPC World • PC Line Speakers @ PC Line Speakers @ £6.99£6.99 (special offer)(special offer) PC WorldPC World

• Canon PIXMA IP1900 @ Canon PIXMA IP1900 @ £24.99£24.99 PC WorldPC World

• Bee Bot @ Bee Bot @ £46.99£46.99 TTSTTS

• Bee Bot Transparent Mat @ Bee Bot Transparent Mat @ £14.99£14.99 TTSTTS

TOTAL TOTAL £559.56£559.56 (inc VAT considerations on TTS equip.’)(inc VAT considerations on TTS equip.’)

BibliographyBibliography

Department For Education and Skills., (2007a). Department For Education and Skills., (2007a). Statutory Framework for the Statutory Framework for the Early Years Foundation StageEarly Years Foundation Stage. Annesley: DfES Publications. . Annesley: DfES Publications.

Department For Education and Skills., (2007b). Department For Education and Skills., (2007b). Practice Guidance for the Early Practice Guidance for the Early Years Foundation Stage.Years Foundation Stage. Annesley: DfES Publications. Annesley: DfES Publications.

E2B2., (2008). E2B2., (2008). Using digital cameras and scanners. Using digital cameras and scanners. [online] Cambridge: [online] Cambridge: Homerton Children’s Centre. Available from: Homerton Children’s Centre. Available from: http://ictearlyyears.e2bn.org/resources_65.html. http://ictearlyyears.e2bn.org/resources_65.html. [Accessed 1 December 2009] [Accessed 1 December 2009]

Hayes, M., Whitebread, D., (2006). Hayes, M., Whitebread, D., (2006). ICT in the Early YearsICT in the Early Years. Maidenhead: Open . Maidenhead: Open University Press. University Press.

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

Morgan, A., Siraj-Blatchford, J. (2009). Morgan, A., Siraj-Blatchford, J. (2009). Using ICT in the Early Years.Using ICT in the Early Years. London: London: Practical Pre-school Books.Practical Pre-school Books.

Pound., L. (2005). Pound., L. (2005). How children learn. How children learn. Leamington Spa: Step Forward Leamington Spa: Step Forward Publishing LimitedPublishing Limited

Siraj-Blatchford, I., Siraj-Blatchford, J. (2006). Siraj-Blatchford, I., Siraj-Blatchford, J. (2006). A Guide To Developing the ICT A Guide To Developing the ICT Curriculum for Early Childhood Education.Curriculum for Early Childhood Education. Stoke on Trent: Early Education. Stoke on Trent: Early Education.