PrimaryNational StrategyICT in the Foundation Stage

© Crown Copyright 2004

Ruth Pimentel

© Crown Copyright 2004

2

Principles for the Foundation Stage

• Effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements

• Effective education requires practitioners who understand that children develop rapidly during the early years – physically, intellectually, emotionally and socially

• Practitioners should ensure that all children feel included, secure and valued

• Early years experience should build on what children already know and can do

• No child should be excluded or disadvantaged• Parents and practitioners should work together

© Crown Copyright 2004

3

• To be effective an early years curriculum should be carefully structured

• There should be opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves

• Practitioners must be able to observe and respond appropriately to children

• Well-planned, purposeful activity and appropriate intervention by practitioners will engage children in the learning process

• For children to have rich and stimulating experiences, the learning environment should be well planned and well organised

• Above all effective learning and development for young children requires high-quality care and education by practitioners

Principles for the Foundation Stage

© Crown Copyright 2004

4

• Show an interest in ICT

• Know how to operate simple equipment

• Complete a simple program on the computer and/or perform simple functions on ICT equipment

• Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning.

Early Learning Goals for Information and Communication Technology

© Crown Copyright 2004

5

How to develop ICT in the Foundation Stage?

• Ensure an educational purpose

• Encourage collaboration

• Integrate with other aspects of the curriculum

• Ensure the child is in control

• Choose applications that are transparent

• Avoid applications containing violence or stereotyping

• Be aware of health and safety issues

Parental involvement should go hand in hand with these principles

© Crown Copyright 2004

6

What is ICT?

• Computers • Musical keyboards• Radio controlled toys• Talking toys• Video/DVD• Tape recorders• Interactive whiteboards

• Telephones• Fax machines• Television• Walkie talkies• Metal detectors• Kitchen appliances• Memo/voice recorders

© Crown Copyright 2004

7

Embedding ICT in the FS

• Primary National Strategy project now includes specific Foundation Stage strand

• Appropriate use of ICT

• Decision to show ICT in an integrated way

© Crown Copyright 2004

8

National Whiteboard network

• Putting interactive whiteboards into settings• Allows for active learning, highly motivating• Encourages collaboration between groups of

children• Encourages participation by reluctant children• Allows children to be in control of powerful

equipment• Extends the range of software uses• www.nwnet.org.uk/pages/sharing.html

© Crown Copyright 2004

9

Issues

• Limited expertise and training in personal ICT skills of practitioners and leaders/managers

• Limited access to powerful hardware for youngest children

• Difficulty for storage in some settings• Limited internet access or awareness of how it can

be used• Ensuring there is a balance of active and passive

learning• The Foundation Stage has a diverse workforce and

operates in a variety of provision

© Crown Copyright 2004

10

The Challenge

• Developing a commitment to support ICT in the Foundation Stage

• Ensuring that use of ICT reflects the Principles of Foundation Stage

• Ensuring it is seen as a tool for learning and teaching not just as learning the skills for ICT

• That it looks to harness the best use of hardware, not just for children but for adults, e.g. video, web cams, digital photography