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ICT and the early learning goals (The ELGs define the level of progress children should be expected to have attained by the end of the EYFS. Where does technology support the progress of learners?) The Somerset ELIM website provides links to many appropriate activities. https://slp.somerset.gov.uk/cypd/elim/somersetict Click on the Early Years ICT tab. The prime areas Communication and language Physical development Personal, social and emotional development Listening and attention: children listen attentively in a Moving and handling: children show good control and Self-confidence and self-awareness: children are range of situations. They listen to stories, accurately co-ordination in large and small movements. They confident to try new activities, and say why they like anticipating key events and respond to what they move confidently in a range of ways, safely some activities more than others. They are confident hear with relevant comments, questions or actions. negotiating space. They handle equipment and tools to speak in a familiar group, will talk about their ideas, They give their attention to what others say and effectively, including pencils for writing. and will choose the resources they need for their respond appropriately, while engaged in another chosen activities. They say when they do or don’t activity. need help. Listen to stories online, (look on Somerset ELIM Build confidence with the use of keyboard and mouse. Children use IWB, computer or tablet following website for some appropriate web links). Move finger on IWB screen or tablet device such as hyperlinks to an appropriate website(s) such as Poisson Listen to stories on a CD, ipod, or tape player. ipad or ipod to achieve different outcomes. Rouge (see links on Somerset ELIM website). Listen to voice recordings of their friends and familiar Use appropriate software such as 2Simple or Musical adults eg a talking tin could have an instruction to Leaps and Bounds to have a go and take risks. follow. ICT toys are part of their indoor and outdoor play experience Understanding: children follow instructions involving Health and self-care: children know the importance Managing feelings and behaviour: children talk about several ideas or actions. They answer ‘how’ and ‘why’ for good health of physical exercise, and a healthy how they and others show feelings, talk about their questions about their experiences and in response to diet, and talk about ways to keep healthy and safe. own and others’ behaviour, and its consequences, and stories or events They manage their own basic hygiene and personal know that some behaviour is unacceptable. They needs successfully, including dressing and going to the work as part of a group or class, and understand and toilet independently. follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Follow recorded instructions using digital voice Adults talk about staying safe on the Internet using Children talk about Internet safety rules. recorder, talking postcards, talking pegs or talking tins. Smartie the Penguin and other resources (see e-safety Seal photocards or photographs taken in school can be Children record an instruction for their friends. resource links on ELIM website). used to discuss how we show feelings. Adults talk about the appropriate amount of time to Video or webcameras can be used to record play and spend on a computer and the balance with physical talk about the interaction between children. Use activities. appropriate online resources such as ICT can provide motivation for changing for PE and http://www.gogivers.org. (Register with for free eg using the toilet independently. More than one friend.) Speaking: children express themselves effectively, Making relationships: children play co-operatively, showing awareness of listeners’ needs. They use past, taking turns with others. They take account of one present and future forms accurately when talking another’s ideas about how to organise their activity. about events that have happened or are to happen in They show sensitivity to others’ needs and feelings, the future. They develop their own narratives and and form positive relationships with adults and other explanations by connecting ideas or events. children. Children record and play back singing, stories and Children work together using Bee-bots or other instructions using a digital voice recorder, talking electronic toys. They explore appropriate software postcards or talking tins. together on computers, touch devices or interactive Children use toy phones or walkie talkies to whiteboard. communicate, and talk about how they can use them Walkie talkies or toy phones are used to give effectively. instructions or create play environments. Routines for using equipment and taking turns are understood eg sandtimer or digital timer to take turns on the computer and to agree appropriate amounts of time using the computer. The specific areas Literacy Mathematics Understanding the world Expressive arts and design Reading: children read and understand Numbers: children count reliably with People and communities: children Exploring and using media and simple sentences. They use phonic numbers from 1 to 20, place them in order talk about past and present events in materials: children sing songs, make knowledge to decode regular words and and say which number is one more or one their own lives and in the lives of music and dance, and experiment read them aloud accurately. They also less than a given number. Using quantities family members. They know that with ways of changing them. They read some common irregular words. They and objects, they add and subtract two other children don’t always enjoy the safely use and explore a variety of demonstrate understanding when talking single-digit numbers and count on or back same things, and are sensitive to this. materials, tools and techniques, with others about what they have read. to find the answer. They solve problems, They know about similarities and experimenting with colour, design, including doubling, halving and sharing. differences between themselves and texture, form and function. others, and among families, communities and traditions. Electronic books are part of the reading Physical counting of objects is supported Photographs and video are used to Appropriate websites are used to experience for children (see ELIM website). by activities on appropriate websites or by reinforce physical learning activities. encourage singing of songs and Software is used to make electronic books using appropriate software such as Free online video or video from nursery rhymes. with children eg 2Create a story, Textease. Textease or Smartnotebook which allows subscription services such as Espresso Voice recording devices and software Voice recording is used to allow children to children to clone objects on a page to add can be used to support the learning. are used to record songs. Video of hear themselves read. Free online or and take away. Green/blue -screen technology can be dance and singing allows children to purchased resources are used to reinforce used to help children imagine enjoy their performance. Paint phonic experiences in the classroom. themselves in different parts of the programmes such as 2Paint are used world and different settings in the UK. alongside physical painting activities. Writing: children use their phonic Shape, space and measures: children use The world: children know about Being imaginative: children use what knowledge to write words in ways which everyday language to talk about size, similarities and differences in relation they have learnt about media and match their spoken sounds. They also weight, capacity, position, distance, time to places, objects, materials and materials in original ways, thinking write some irregular common words. They and money to compare quantities and living things. They talk about the about uses and purposes. They write simple sentences which can be read objects and to solve problems. They features of their own immediate represent their own ideas, thoughts by themselves and others. Some words recognise, create and describe patterns. environment and how environments and feelings through design and are spelt correctly and others are They explore characteristics of everyday might vary from one another. They technology, art, music, dance, role- phonetically plausible. objects and shapes and use mathematical make observations of animals and play and stories. language to describe them. plants and explain why some things occur, and talk about changes. Finger writing on IWB or tablet devices is Free online resource or purchased Photographs and video are used to Film making, video role play/stories used to reinforce writing skills. software is used to reinforce the physical reinforce physical learning activities. and digital sound recording is used to Children write words or simple sentences experiences provided for children. eg TES Free online video or video from support the recording of imaginative with a keyboard using software such as iboard http://www.iboard.co.uk subscription services such as Espresso play. Textease or Clicker which will read back the can be used. Music made with instruments and text achieved. Webcams in school or online around singing is recorded. the world are used to observe animals Art is created on the computer and is in different places (see links on ELIM shared with others for them to talk website). about what has been created and to record comments about each other’s work. 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. Explore a range of real world technology and play technology. Look at the school website. Watch the use of office equipment and technology around them such as cash machines. Create role play experiences such as using a cashpoint. Explore a range of software and hardware and talk about their purposes. Children take photographs, record voices and use video cameras to capture their learning. Thank you to Laura Blackmore (AST Meare Primary School), Gill Howell (North Cadbury Primary), Clair Findlay (Ashlands), Rebecca Rowland (Wellesley Park Primary), Rose Bennett (Halcon Primary) and other Foundation stage teachers that attended the ICT in EYFS workshop on 26th April 2012 for their contributions.
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