ICT and The Early YearsSamantha Lange

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Why ICT and Problem Solving, Reasoning and Numeracy?

Maths Trail

How many brown horses can you see?

How many horses are there all together?

How many daisies can you see?

How many dandelions can you see?

How many are there all together?

Cross – curricular links….

• EYFS - Shape, Space and Measures: “Use language such as ‘circle’ or ‘bigger’ to describe the shape

and size of solids and flat shapes” (EYFS, 2007, p.73).

• EYFS – ICT: “Find out about and identify the uses of everyday technology

and use information and communication technology to support learning” (EYFS, 2007, p.82).

• NC – Mathematics key stage 1 Ma3: “Observe, name and describe common 2-D and 3-D shapes

including triangles of various kinds, rectangles including squares, circles……” (NC, 1999, p.65).

….continued

• ‘Excellence and Enjoyment’ (2003)• ‘Every Child Matters’ (2004)• ‘Learning Outside the Classroom Manifesto’

(2008) The Department for Education and Skills

created the Learning Outside the Classroom manifesto with a key message to many settings; “we believe that every young person should experience the world beyond the classroom as an essential part of learning

and personal development” (DfES, 2008, p.0).

What shapes can you see in the gate?

Lesson PlanPSRNEarly Learning GoalUse language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat

shapes.

Development mattersBegin to use mathematical names for ‘flat’ two-dimensional shapes.

ActivityIn groups, children to find objects of specific shapes in school grounds and take photos of

themusing a digital camera. Download photos (with adult help) onto school computer/laptop.

In theirgroups, present photos to class using IW, drawing the correct shape around objectsidentified by rest of class.

ICT resources• Digital camera • Computer/laptop• Interactive Whiteboard

ICT levels of differentiation1. Knows what a digital camera is called2. Switches camera ‘on’/’off’3. Knows purpose of digital camera4. Can take a picture using digital camera

(Kennington and Meaton, 2009, p.12)

Examples of work

ASSESSMENT

Becta (2010) identify research that shows thefollowing benefits will become apparent whenusing ICT as a learning platform in the classroom; • Increased motivation and support to enable learners

to take more responsibility for independent learning.• Development of functional technology skills,

collaboration skills and critical thinking.• More opportunities for self-assessment and peer

review between learners.

ICT – Outdoors?!

Technological tools are generally not suited to the outdoors:often needing a power source, failing in the damp and dyingin the rain.

The EYFS tells us that:• Being outdoors has a positive impact on children’s sense

of well-being and helps all aspects of children’s development

• Young children thrive and their minds and bodies develop best when they have access to stimulating outdoor environments for learning through real life experiences.

(Price, 2009,p69)

Children are delighted by new technology! Staff have plenty of ideas!

Put the two together and you have a twenty-first-century Early Years Foundation Stage

method of curriculum delivery!

(Kennington and Meaton, 2009, p.6)

Bibliography

Becta (2010) “Learning Platform: Steps to adoption” publications.becta.org.uk/display.cfm?resID=42120 (accessed 21/11/2010)

Department for Education and Employment (DfEE )& QCA (1999) The National Curriculum London: DfEE & QCA

Department for Education and Skills (2003) Excellence and Enjoyment Nottingham: DfES Publications

 Department for Education and Skills (2007) Statutory Framework for the Early Years Foundation Stage Nottingham: DfES Publications

 Department for Education and Skills (2008) “Every Child Matters: Aims and outcomes” http://www.everychildmatters.gov.uk/aims/ (accessed 05/10/10)

 Department for Children Schools and Families (2008) Learning Outside the Classroom MANIFESTO Nottingham: DfCSF Publications

Kennington, L. and Meaton, J. (2009) “Integrating ICT into the Early Years curriculum” in Price, H. (ed) The Really Useful Book Of ICT In The Early Years Oxon: Routledge, pp. 4-24

Price, H. (2009) “ICT and the outdoor learning environment” in Price, H. (ed) The Really Useful Book Of ICT In The Early Years Oxon: Routledge, pp. 69-85