ICT and the early learning goals by 107629oW

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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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