Using ICT in Early Years Education

Unit 6

ICT Development and learning unit 6

Introduction

In this unit we will talk about ICT and ways in which it helps to develop the child’s learning. We will also talk about ways which children can be safe guarded during internet uses and ways which families could become involved into ICT in child’s learning.

Having ICT in the child’s settings brings good opportunities for the children. The aim of the child care provider is to equip the children with the basic skills that are needed in order to their own learning as throughout the education system over the years. ICT is used into many and all the curriculum at the early stage of learning to use ICT which will help through and apperception of technology from the early age.

6.1 Explain the 7 types of skills that children may develop as a result of using ICT?

• Language.
• Increase Confident.
• Increase Knowledge.
• Mathematical development.
• Fine motor skill.
• Gross motor skill.
• Creative.

Language.

Through ICT children have an opportunity to develop language skills also discussion with peer’s, by use of the’ qwerty ‘key board for recognising the simple words like their names and age.

Increase Confidence.

Working with computers and technology operation that children have a greater senses of confident when they are using new physical skills. This helps them to boost confident when new intellectual skills are used. When using ICT it helps children to curry out deeper level. Now days most children see computer games rather than learning tools ,that’s why if we use task set with the computer children will learn in a fun way and helps them to encourage and explore new learning and building up with their confidence.

Increase in world of knowledge.

Most and many of daily life are used by computer technology as by television, hand held games consoles, traffic lights and more other things.

Children at a early age exposure to computers there are different types of technology that can be used as will of part of life, also helps to get a good job too.

Mathematical Development.

All children have the chances to use mathematical software, this is now used into many per- school interactive games to support and help out with the mathematical learning .Different types of programmes gives all the children the opportunity to learn shapes and to curry out of different ways of calculations which is in a fun and educational way.

Fine motor skills.

ICT has many movements ,such as mouse control this helps clicking or selecting shapes on the computer screen or may be clicking and dragging a cursor to select or may high light items of text .Using ICT such as touch screen technology has added fact to fine motor skills development. Also using touch screen device or computers has different movements of fingers to the mouse clicking ,which this helps to gain the types of fine motor skills that can help to develop.

Gross motor skills.

In many and most child care setting ,where the child may have the access to an interactive white board where they will be able to starch and touch varies parts of the white board and use a large pen to write on the screen.

Creative Development.

Children have the chances to explore through the use of ICT software programmes. It gives children the opportunities to express themselves creatively by drawing basic pictures, which helps them to drag and drop items onto the screens. This will also give them the chances to use colours and graphics’. The type of program could be used is Microsoft paint program which will help children to expose children to use computer drawing with the access to fined and fatter brush and pain ,colours. A good explanation of the skills that can be developed through using ICT.

6.2 Construct a booklet which can be issued to parents which identifies safety concerns for children using ICT, and how these concerns are being addressed in the child care setting.

Safety concerns for children using ICT in child care setting.

The key is to ensure that children have access to ICT which offers them opportunities to develop general skills and also extends their specific knowledge of that technology.

Given the range of computer hardware and software now available on the educational and toy the range of computer hardware and software now available on the educational and toy market it has become increasingly difficult to make informed choices between them.

The DATEC’s publication of guidance material for parents and practitioners is therefore calculated to provide for a pressing community need. It is based on research with

Practitioners and researchers in the field.

Ensure an educational purpose.

Typical educational uses of ICT might be something as simple as the introduction of a pretend mobile telephone to encourage imaginative role play, which children from a very early age will do quite naturally. The educational benefits of imaginative role play are well documented.

A favourite computer application with many children, is ‘Make a bug’ from the CD-ROM

Millie’s Math House. This can be integrated as part of a more general class project, for example about insects and minibeasts. But any application introduced to children in order to develop understanding and experience of ICT should not just be enjoyable, although this is important. It should be educationally effective too. However entertaining most arcade-type games might seem, they provide little encouragement of creativity or, indeed, any other games might seem, they provide little encouragement of creativity or, indeed, any other worthwhile learning outcome and should therefore be rejected. This is not to suggest that applications should not be fun or used for leisure, only that they should be carefully chosen to have some educational value as well.

Get Help With Your Essay

If you need assistance with writing your essay, our professional essay writing service is here to help!

Essay Writing Service

Many settings and some homes use language and number drill-and-practice programs, but these have very narrow educational aims, such as practising addition or learning colours. Such programs should be used with caution, as they promote a very directive form of teaching, normally with the use of an external reward (a smiling face, a tick or a funny teaching, normally with the use of an external reward (a smiling face, a tick or a funny sound). Over-reliance on this kind of program risks reducing children’s intrinsic

Such programs should be used with caution, as they promote a very directive form of

Sound). Over-reliance on this kind of program risks reducing children’s intrinsic

Teaching, normally with the use of an external reward (a smiling face, a tick or a funny sound). Over-reliance on this kind of program risks reducing children’s intrinsic motivation to learn. In any event there are usually much more interesting ways of learning about these

Things (see ‘Ensure the child is in control’, below).

Children need a variety of applications which encourage a range of development, including learning about this sound). In any event there are usually much more interesting ways of learning about these.

Children need a variety of applications which encourage a range of development.

Where the computer use is integrated with other activities and the computer is used

Effectively as a tool, for instance in imaginative role play, modelling or painting, children will benefit from greater movement and exercise away from the computer. Use of the computer should not be at the expense of outdoor opportunities and experiences which promote developing essential gross motor skills through running, climbing, jumping, and swinging using wheeled toys. Daily and frequent access to outdoor experiences is essential for all children and their development. Some ICT applications can encourage playing and being outdoors. Metal detectors have already been mentioned. Identifying ICT in the outdoor environment when out walking or using programmable toys outside can help but is no childhood (though it’s always possible for some young children to be taking digital pictures of their friends and them.

Involving parents.

Research suggests that home–school communication leads to better understanding and more positive attitudes for teachers and parents about each other’s roles. Many studies which have the children all collaborate towards the same goals (Siraj-Blatchford, I. et al. 2002). Schools also report that Children show a more positive attitude towards learning under these circumstances, and are better behaved.

Parent involvement is therefore a component of effective schools with merits which merits special consideration.

When participation is well planned it can promote higher success in pupils

And lead to more successful family environments. Communication between professional educators and parents is crucial in the early years and a more articulated set of aims.

Educators and parents is crucial in the early years and a more articulated set of aims

Between the home and early years setting can lead to better outcomes for children.

But many staff is ill-equipped to know what strategies to adopt to foster better home–school Research shows that there is currently very little knowledge in settings about

The children’s ICT experiences at home and that this not an area on which parents are special consideration. When participation is well planned it can promote higher success in pupils Research shows that there is currently very little knowledge in settings about the children’s ICT experiences at home and that this not an area on which parents are special consideration. When participation is well planned it can promote higher success in pupils and lead to more successful family environments. Communication between professional the children’s ICT experiences at home and that this not an area on which parents are.

Location of ICT equipment.

Placing the computer in a correct and safe place where it should be that the child’s provider can see at all times to make sure that the material is being used safely. When talking about ICT we should remember to use not just computers and laptops .All children should have the access the internet through WI –Fi connection such as iPods, mobile phones. These are and may be needed to keep an eye on all times to make sure children are being safe from the they are using on the computers.

Safe search Engines.

We should always remember to tab the history on the Brower that is being used by the child care setting .It is important so that we know what the child has been doing for safety corners.

6.3 Identify and describe the various ways in which ICT can be used to support the early years foundation stage curriculum .Reference should be made to the various types of ICT available, not just computers?

The different ways in which Early years foundation stage ICT is into the curriculum and also the following early learning goals are;

Early years foundation stage which is used into ICT are and the learning goals;

• Literacy.
• Communication.
• Mathematics.
• Physical development.

Literacy

Early learning goals

Starts to read and understand simple sentences. They are more able to use phonics, uses different words that are used most of the time. Likes to talk to others about what they have read about.

ICT Skills that can be used.

White board can be used in different ways with the vast programmes that is being used to help children form new words.

Computer programmes also helps children with their reading skills.

Communication and language.

Children start to listen well. They love listening to stories, hear and respond to comments and questions.

Many children start to follows rules, ideas and actions. Children also learn to express themselves.

ICT skills that can be used.

Have a role play in the role play area by setting up computer check in the desk also having a game of visiting a doctor’s surgery.

Could use a cordless telephone which will help children to make conversation with each other children.

Children could film each other in a role play .Children also can video camera under supervision to create their own film.

For computer use children can use images that children to match word to, also print images and text them together.

Mathematics.

Children start to learn numbers 1 to 20 and place the number and can realize which number is more or one.

Uses objects to add and take way and counts backwards finding the correct answer.

ICT that can be used.

White board to short of different coloured shapes. Shapes can be drawn on the computer.

Different types of paint programs are there for use.

Also children can walk around the nursery and see the different shapes from everyday objects.

Physical development.

Most children start to show control of co-ordination with in bigger and smaller movements. Children start to feel more confident .They start to use everything in a correct manner.

Children start to understand the importances for good health and diet and talk about ways to keep healthy.

ICT skills can be used.

Learn how to control a mouse. Learns how to use white board and smaller touch screen device which can be used to help to develop gross motor skills.

Starts to take on t as helping in activity such as cookery and may be involved using healthy food.

6.4 Identify the ways in which families can become involved in ICT, including in particular the ways in which the child care setting can promote its use.

Parents helping children to use ICT at home is very beneficial and helping children with their learning.

As the child care provider who can help on how to use ICT in parents to communicate via email instead of pepper .There is also CCTV monitoring is available for all parent’s to have an access on to secure website which they could watch their child and what they are doing.

As for parents there are many different courses that is there to help them learn the knowledge of ICT also how it helps and how to use ICT.

There are different kind of programmes that all parents can learn to teach their children such as laminators, digital cameras.

They can also help with basic ICT skills that is needed to help to increase their knowledge.

Ways in which families could help children with ICT at home.

Some studies have looked at the benefits of having access to a computer and/or the

Internet at home.

ï‚· used effectively, ICT can improve children’s achievement.

ï‚· using ICT at home and at school develops skills for life.

ï‚· Children with supportive and involved parents and carers do better at school.

ï‚· Children enjoy using ICT.

ï‚· using ICT provides access to a wider and more flexible range of learning

Materials.

USING ICT AT HOME

Obviously access to a computer at home is highly desirable. If the student has access to a computer then they can continue their studies at a time that is convenient to them. Access to the Internet is also extremely helpful since many of the tutorials and materials for ICT are stored electronically and can be downloaded

From the school network via the Internet. Nonetheless, for those without access to the Internet, a portable USB memory stick can prove to be a value substitute, allowing the students to easily copy materials in school and take them home. We have been known in many studies in the UK and across the world on ICT’s effect on learning and teaching, and on the importance of having access to computers and/or the internet at home, both for children and parents.

How you can help your child at home.

ICT is not just about using computer. It is also includes the use of controllable toys , digital cameras and everyday staff such as DVD player ,mobile phone ,Nintendo the list well never end.

As a parent or carer you could help your child with things of ICT at home to improve their skills for everyday use.

1. Writing a letter to someone.
2. Sending an email to a friend.
3. Drawing a picture on screen.
4. Using the Internet to research on home work.
5. Using interactive games.

Parents that help children with ICT at home it helps in many ways which will help them to improve with their work and skills which will help them to meet their target of work set for them.

It will give them the chance to boost their confidantes.

Developing this theme of the visual we use our digital cameras to record children’s progress and achievements which we share with parents. Again, how much more enjoyable and informative is a photograph than a tick box! Physical development, creative development and personal and social education especially lend themselves towards being reflected through a visual medium. We use our digital camera to communicate with parents about their children’s experiences, we load them onto the computer and use photos as screen savers and use our touch screen monitor so parents can turn the screen page photographs at a touch.

Also there are many other things and ways in which a parent can help their child to learn the way they need to meet their goal that they have too.

References

Question 1 Open study college folder.

Question 2 Light, P& Butterworth (1992) context and origination of learning and knowing, Hemel Hempstead; Harvester wheatear online.

Question 3 Open study college folder.

http;//osclinks.com/99

Question 4 Open study college folder.