I have just finished my EYFS placement, having spent two weeks in a mixed Nursery-Reception unit within a primary school in inner-city Manchester. Each class has its own area within the unit, and these small carpeted zones have their own interactive whiteboards. There is a range of IT equipment available for the children to use as part of continuous provision, including the Walkie Talkies I have blogged about before, headphones, Bee-Bots, iPads and chunky, child-friendly cameras. Each week, staff set 'rainbow challenges' for the children, which they can choose to complete during their free-flow time. One of these challenges is usually a Computing challenge. Examples include 'Can you draw a tree on the whiteboard?', 'Can you use the phones to record a message?', 'Can you use the iPads to take a photo of your friend?'. These challenges help the children to explore many of the aspects of the Early Years curriculum, from Communication and Language (typing on a computer, speaking into a recorder etc), to Understanding the World (finding out how computers work, using tech to find out about the world around us) and Expressive Arts and Design (photography, design etc). The 'Creating and Thinking Critically' aspect of the EY curriculum can also be seen as linked to computational thinking. Key aspects of this, such as problem solving, pattern making and evaluation, are seen in many activities within the setting, from Maths games to free-play. Children work together to move objects, work out how to carry toys across the room or create patterns with blocks. Role play areas include toy-versions of technology, from a plastic cash register to a pretend microwave. Using these items as part of their play enables children to become comfortable with technology in the everyday world. They also see staff using computers, iPads, photocopiers and other school technology. I had a look at some Computing books whilst spending time in the setting. The best of these was The Little Book of ICT. Although published in 2005, the ideas included in the book are fantastic. I especially liked the clear links made to the EYFS curriculum. I took some photos of the book, and have included them below. iPads are used as part of continuous observation and assessment, replacing the traditional post-it-notes methods that is used in many Early Years settings. The school have bought into the 2Simple app, which allows staff to take photos and record written observations of children, and match these to the areas of the EYFS curriculum. They also use SIMS to take registers and record safeguarding information, and School Pupil Tracker to record whole-school assessment. The school has a Sure Start centre on site and I was very impressed to see displays and leaflets which aim to educate parents about e-safety. This included information on how to keep children safe, but also advice for parents themselves. Free lessons are available for parents to learn how to use computers and the internet, and advisors help with the production of CVs, covering letters and online applications. However, I do not believe that Computing should be overused in Early Years settings. A lot of children have a large amount of screen-time at home, and there is a very strong argument for the EYFS to be focused on outdoor and creative play. Jane Healy, who wrote Failure to Connect in 1999, argued that overuse of technology may reduce the impact of this vital explorative learning time, and harm normal child development. This argument still rings true today, and so Early Years practitioners need to be careful when and where they use technology in their settings. Links and Bibliography
Early Years Framework (statutory) - www.tinyurl.com/ov25yku Development Matters (non-statutory guidance) - www.gov.gg/CHttpHandler.ashx?id=104249&p=0 2simple - tracking and observation software for EYFS settings - www.2simple.com Trythall, A, (2005) The Little Book of ICT, London: Featherstone Education Ltd. Healy, J. (1999) Failure to Connect, How Computers Affect Our Children's Minds, New York: Simon and Schuster.
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I start my EYFS placement in a week's time, and have been reflecting on my use of Computing as a TA. I worked as a teaching assistant across EYFS before embarking on the PGCE course, supporting children from 2-5years. I was mainly placed within the Preschool class (pre-Reception, age 3-4), and had a leading role in teaching Early Computing. This was mainly considered to be part of the 'Understanding the World' area of the EYFS, but also involved parts of the other 6 areas, from Personal, Social and Emotional Development, to Communication and Language. - A session for 'Computing' existed on our timetable, but these resources were available during Continuous Provision time. The children especially loved to use the Mobile Phones as part of role-play activities, calling an ambulance or ringing their parents at home. The timetabled session included adult-led activities, such as directing a remote-control car to a specific phoneme mat, or around an assault course. The children developed competence and confidence, especially in the use of the interactive whiteboard. They used the talking clipboards and cameras to record their experiences both within and outside the classroom, for example on a nature walk. They were able to both talk and draw about the plants and animals. This especially supported children who were less confident in mark-making.
I hope to use my EYFS placement to further investigate how Computing can be used across the Early Years; to enhance learning environments, support development and enable positive relationships. I know that my placement school uses an app to make and record observations, rather than the post-it-note system I have used before. This will be a great way to further my understanding and confidence within Computing. Links Jolly Phonics - www.jollylearning.co.uk Ten Town - www.tentown.co.uk Topmarks Maths Games - www.topmarks.co.uk/maths-games/5-7-years/counting TTS Resources - www.tts-group.co.uk/early-years/ict |
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