Transcript Slide 1

Technology in the Early Years
Rachel Ager
Independent Consultant
Statutory Framework
for the Early Years
Foundation Stage
The revised,
framework for the
Early Years
Foundation Stage was
published at the end
of March 2012, for
implementation from
September 2012.
Specific areas include essential skills
and knowledge for children to
participate successfully in society.
• Literacy
• Mathematics
• Understanding of the world
• Expressive Arts and Design
Understanding the world: Technology
A Unique Child:
observing what a child is learning
Birth – 20
Months
• The beginnings of understanding technology lie in babies exploring and making sense of
objects and how they behave.
16 – 26
Months
• Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an
action toy several times.
• Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn
to operate them.
22 – 36
Months
• Seeks to acquire basic skills in turning on and operating some ICT equipment.
• Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction
car.
30 – 50
Months
• Knows how to operate simple equipment, e.g. turns on CD player and uses remote
control.
• Shows an interest in technological toys with knobs or pulleys, or real objects such as
cameras or mobile phones.
• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as
sound, movements or new images.
• Knows that information can be retrieved from computers
40 – 60+
Months
• Completes a simple program on a computer.
• Uses ICT hardware to interact with age-appropriate computer software.
Children recognise that a range of technology is used in places such as
homes and schools. They select and use technology for particular
purposes.
Positive Relationships:
what adults could do
Enabling Environment:
what adults could provide
See Characteristics of Effective Learning - Playing and
Exploring and Creating and Thinking Critically
See Characteristics of Effective Learning - Playing and
Exploring and Creating and Thinking Critically
• Comment on the ways in which young children
investigate how to push, pull, lift or press parts of toys
and domestic equipment.
• Talk about the effect of children’s actions, as they
investigate what things can do.
• Have available robust resources with knobs, flaps, keys or
shutters.
• Incorporate technology resources that children recognise
into their play, such as a camera.
• Support children in exploring the control technology of
toys, e.g. toy electronic keyboard.
• Talk about ICT apparatus, what it does, what they can
do with it and how to use it safely.
• Provide safe equipment to play with, such as torches,
transistor radios or karaoke machines.
• Let children use machines like the photocopier to copy
their own pictures.
• Support and extend the skills children develop as they
become familiar with simple equipment, such as
twisting or turning a knob.
• Draw young children’s attention to pieces of ICT
apparatus they see or that they use with adult
supervision.
• When out in the locality, ask children to help to press the
button at the pelican crossing, or speak into an intercom
to tell somebody you have come back.
• Encourage children to speculate on the reasons why
things happen or how things work.
• Support children to coordinate actions to use
technology, for example, call a telephone number.
• Teach and encourage children to click on different
icons to cause things to happen in a computer
program.
• Provide a range of materials and objects to play with that
work in different ways for different purposes, for example,
egg whisk, torch, other household implements, pulleys,
construction kits and tape recorder.
• Provide a range of programmable toys, as well a
equipment involving ICT, such as computers.
Children’s development in
Understanding the World - Technology
1. No expected ‘outcome’ (exploration)
- children need time to explore and discover how the
resources work without the constraints of a given purpose
2. A directed outcome
- children need to use the resources within a range of
contexts and for a range of purposes
3. A self-determined outcome
- children need opportunities to select resources and use
them purposefully
Understanding the world: Technology
A Unique Child:
observing what a child is learning
Birth – 20
Months
16 – 26
Months
• The beginnings of understanding technology lie in babies exploring and making sense of
objects and how they behave.
1.
No expected ‘outcome’ (exploration)
• Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an
- children
need
action
toy several
times. time to explore and discover how the
• Shows
interest inwork
toys withwithout
buttons, flaps
and
simple mechanisms
and
beginning
to learn
resources
the
constraints
of a
given
purpose
to operate them.
22 – 36
Months
30 – 50
Months
• Seeks to acquire basic skills in turning on and operating some ICT equipment.
• Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction
car.
• Knows how to operate simple equipment, e.g. turns on CD player and uses remote
2.control.
A directed outcome
• Shows
an interest
in technological
knobs or pulleys,
or realaobjects
such
- children
need
to use toys
thewith
resources
within
range
ofas
cameras or mobile phones.
contexts
and for
a range
of purposes
• Shows
skill in making
toys work
by pressing
parts or lifting flaps to achieve effects such as
sound, movements or new images.
• Knows that information can be retrieved from computers
40 – 60+
Months
• Completes a simple program on a computer.
• Uses ICT hardware to interact with age-appropriate computer software.
3.
A self-determined
Children
recognise that a outcome
range of technology is used in places such as
homes
and schools.
select and use
for particular
- children
needThey
opportunities
totechnology
select resources
and use
purposes.
them purposefully
Children’s development in
Understanding the World - Technology
1. No expected ‘outcome’ (exploration)
- children need time to explore and discover how the
resources work without the constraints of a given purpose
2. A directed outcome
- children need to use the resources within a range of
contexts and for a range of purposes
3. A self-determined outcome
- children need opportunities to select resources and use
them purposefully
Exploration
Emergent Literacy
Reading and writing
Technology
• mark making’ as a natural prelude
to writing
• playful ‘application’ of
technology as a natural
prelude to directed uses
• read a range of different kinds of
text to children
• facilitate exploration of a
range of technologies
• draw children’s attention to the
text in the world around them
• draw children’s attention to
the technology in the world
around them
• provide positive role models by
showing children the value they
place in their own use of print
• provide positive role models
by demonstrating and talking
about their own uses of
technology
Literate role models
Learning the functions of print
Memory Support: Show and tell the child why you are writing yourself a note.
Problem Solving: Let the child watch you and assist you as much as possible in following
directions, eg to follow a simple recipe.
Entering a Fantasy World: Tell your children about why you are reading novels, the comic
strip, and other fiction and share some short, simple passages with them.
Maintaining Relationships: Share written communication you receive through the mail and
from school with your children. Encourage "writing" (draw, scribble, use picture/letter stamps)
cards and letters to others.
Acquiring Knowledge: Help your child to look up numbers in a phone book or to find the
time and station for a television program in a television guide. As your children get older, talk
to them and show them how you use dictionaries and encyclopedias to learn about things in
your daily lives.
Financial Negotiations: Hold your child on your lap sometimes when you are cutting out
coupons and show them the numbers and tell them how the coupon will help you get that
much money off on an item. Young children can also watch and listen to explanations of
paying bills.
Literate role models
Learning the functions of technology
• How can we act as literate role models?
• What functions of technology can we model?
Emergent Literacy
Children will:
Develop an emergent awareness of the nature and value of
technology for themselves
Develop positive dispositions towards the kind of technological
applications that they will experience in the future
Develop the motivation to
engage in the subject in the
future
Go on to understand and be
empowered by technology in
their later lives.
Long-term planning
• Ensures that you cover all the prime and specific areas of Learning
and Development and the Principles in the EYFS Framework.
• Helps to identify the links between the different areas of Learning
and Development and the Principles.
• Ensures a balance of opportunities for supporting children to
benefit from a wide range of freely-chosen play opportunities and
well-planned interesting adult-led activities.
• Long-term planning informs or helps you focus on your mediumterm planning
• When to introduce different technologies throughout the
year
• When technologies will become part of the continuous
provision
Considerations - when to introduce
new technologies?
•
•
•
•
•
•
How intuitive is its use?
Age and prior experience of children
Competence of children
Time available
Space available
How will adults be deployed?
• Don’t underestimate the children!
Facilitating exploration
Plan:
• which technologies will be introduced
• when new technologies will be introduced
• how the technologies will be introduced
1. No expected ‘outcome’ (exploration)
- children need time to explore and
discover how the resources work
without the constraints of a given
purpose
2Create
a Story
• Remembering to be literate role models!
Area of Learning and Development:
Planning purposeful
and meaningful
outcomes
Understanding the world - The world
Outcome:
Record of plant growth
Photographs of plant taken over a number of
weeks
Prior learning required:
Can talk about some of the things they have
observed such as plants, animals, natural and
found objects
Digital Camera
Area of Learning and Development:
Mathematics
Outcome:
Produced a book of 1 – 10
Photographs showing 1 – 10 objects taken whilst
on a ‘number walk’ around school
Prior learning required:
Can count an irregular arrangement of up to
five/ten objects
2. A directed outcome
- children need to use the resources
within a range of contexts and for a
range of purposes
Area of Learning and Development:
Understanding the world - The world
Outcome:
To talk about their observations of leaves.
Prior learning required:
Comments and asks questions about aspects of
the natural world.
Can talk about some of the things they have
observed.
Digital Magnifier
Area of Learning and Development:
Understanding the world - The world
Outcome:
To talk about their observations of fruit and create
a record of what they observed.
Prior learning required:
Comments and asks questions about aspects of
the natural world.
Can talk about some of the things they have
observed.
Supporting purposeful
‘choosing and using’
2013 Early Years Foundation Stage Profile Handbook
Technology: Children recognise that a range of technology is used in places such
as homes and schools. They select and use technology for particular purposes.
Explanatory note: Through discussion, play and practical application the
child demonstrates that he/she knows about technology and its use in
his/her life and local environment. The child chooses the technological
opportunities around him/herself as a tool to enhance and extend his/her
learning.
3. A self-determined outcome
- children need opportunities to select resources and
use them purposefully
“Children recognise that a range of technology is
used in places such as homes and schools. They
select and use technology for particular purposes.”
“a range of technology” - what technologies children should be able to recognise?
“places such as homes and schools” - what other places should we consider?
“he/she knows about technology and its use in his/her life and local environment”
“they select and use” - what implications does this have?
“chooses the technological opportunities around him/herself”
“particular purposes” - what should we be expecting the children to do?
“a tool to enhance and extend his/her learning”
How do we know that children have achieved the ELG?
“Through discussion, play and practical application”
Supporting purposeful
choosing and using
Decide and organise:
• which technologies are part of your continuous
provision
• when they will be part of the continuous
provision
• which technologies will be available on an
occasional basis
• when and how will these be made available
• what other resources need to be available
Possible context:
Possible context:
Create environment for remote controlled bugs
outside
Other resources needed:
Other resources needed:
Construction blocks – large and small , small
world resources, flooring
Prior learning required:
Prior learning required:
(Use of remote controlled toys)
Remote
controlled toys
Remote controlled toys
Exploring the toy
Using a remote
controlled toy
within a given
context
1
Choosing to use purposefully
3
2
Software
Exploring a piece of
software
1
Using a piece
of software for
a given
purpose
2
Choosing to use a piece
of software for a
purpose
3
Progression in ICT capability the EYFS
1. Exploration
What
knowledge,
skills and
understanding
would you
observe before
planning for the
next step?
Hungry
Caterpillar
Primary
Strategy
2. Using the technology within a given context for a
purpose
3. Choosing to use technology for a self- determined
purpose
2013 Early Years Foundation Stage Profile Handbook
Playing and exploring - engagement
Finding out and exploring is concerned with the child’s open-ended hands-on
experiences with result from innate curiosity and provide raw sensory material from
which the child builds concepts, tests ideas and finds out.
Using what they know in their play describes how children use play to bring
together their current understandings, combining, refining and exploring ideas in
imaginative ways. Representing experiences though imaginative play supports the
development of narrative thought, the ability to see from other perspectives, and
symbolic thinking.
Being willing to have a go refers to the child finding and interest, initiating
activities, seeking challenge, having a ‘can do’ orientation, being willing to take a risk
in new experiences, and developing the view of failures as opportunities to learn.
2013 Early Years Foundation Stage Profile Handbook
Active learning - motivation
Being involved and concentrating describes the intensity of attention that arises
from children concentrating on following a line of interest in their activities.
Keeping on trying refers to the importance of persistence even in the face of
challenge or difficulties and element of purposeful control which supports resilience.
Enjoying achieving what they have set out to achieve refers to the reward of
meeting one’s own goals, building on the intrinsic motivation which supports longterm success, rather than relying on the approval of others.
2013 Early Years Foundation Stage Profile Handbook
Creating and thinking critically - thinking
Having their own ideas covers the critical area of creativity – generating new ideas
and approaches in all areas of endeavour. Being inventive allows children ot find new
problems as they seek challenge, and to explore ways of solving these.
Using what they already know to learn new things refers to the way in which
children develop and link concepts, find meaning in sequence, cause and effect and in
the intentions of others through both narrative and scientific modes of thought.
Choosing ways to do things and finding new ways involves approaching goaldirected activity in organised ways making choices and decisions about how to
approach tasks, planning and monitoring what to do and being able to change
strategies.
Ecton
Brook
Technology in the EYFS
Thank you
[email protected]
07717 844557
Rachel Ager
Independent Consultant