Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University of Cambridge Iram Siraj-Blatchford Institute of Education, University of London

For further information: John & Iram Siraj-Blatchford

Partners: United Kingdom Portugal Sweden Aims and Objectives:  To identify the most appropriate ICT applications to support the development and learning of children under 8  to publish exemplars  to publish guidance

Emergent ICT Education:...just as advocates of emergent literacy have encouraged ‘mark making’ as a natural prelude to writing, so we encourage children to apply ICT tools for their own purposes in their play as a natural prelude to formal Information and communications technology education in the school.

Three Strands: ‘Technological literacy’ ‘Communication’ ‘Control’ Information and Communications Technology (ICT)

find out about and identify the uses of technology in their everyday lives use computers to support their learning use programmed toys to support their learning Early Learning Goals (DfEE, 1999) *

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control Applications should be transparent and intuitive Applications should not contain violence or stereotyping Awareness of health and safety issues Educational involvement of parents

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational

When the desk top computer ‘disappears’ will we be concerned that children continue to learn keyboard skills? What about Mouse Skills? 13

…it’s old technology anyway! 12

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration

“Left to themselves with a computer / monitor / mouse/ keyboard set-up (and software designed for their age and stage), the group observed were not only unable to move forward in their learning. They were prevented, by their lack of social competence and technological skills, from even practising the knowledge and skills they already possessed. The adult-absent activity round the computer is not simply ‘not positive’ in cognitive or social terms, it can be seen at moments as negative and regressive…” DATEC Field Notes

“The close interface between child and screen (A uses her whole body to interact with the program, touches the screen with the heels of her hands, as well as with finder-tips) seems to encourage confident engagement with the program rather than the hit-and-miss mouse or keyboard connection.” DATEC Field Notes

“Because the Participant role is itself enjoyable, and invites some very physical dancing and marching, stamping and swaying alongside the computer, the waiting boys are good-natured and co- operative until Avril is ready to depart.” DATEC Field Notes

Closed-circuit TV

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT

BAECE: Exemplary Practice 24

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control

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Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control Applications should be transparent and intuitive

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control Applications should be transparent and intuitive Applications should not contain violence or stereotyping

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control Applications should be transparent and intuitive Applications should not contain violence or stereotyping Awareness of health and safety issues

 Technological Literacy?  Collaboration?  Programmed Learning?  Repetitive Strain Injury?  Posture/skeletal damage?  Effects on sight? 6

Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging collaboration Integration and play through ICT The child should be in control Applications should be transparent and intuitive Applications should not contain violence or stereotyping Awareness of health and safety issues Educational involvement of parents