lead ▪ learn ▪ protect ▪ engage ICT in the Early Years Foundation Stage Course tutors : Julia Briggs and Laura Blackmore Every child an entitlement: Use of ICT in the classroom contributes to the secure foundation for future learning. Use of ICT in the classroom provides equality of opportunity for children with differing home experience of technology. Use of ICT is a tool to support partnership working with families. Use of ICT contributes to the enjoyment, engagement and independence. Video and photographs from Bishop Henderson, Coleford, Milford Infants, Meare, Brooksidehttp://foundation.e2bn.org

lead ▪ learn ▪ protect ▪ engage Increased knowledge of the appropriate use of ICT in the early years/foundation stage. Increased confidence to use ICT as part of the learning experiences in the early years/foundation stage. Increased understanding to plan for the use of ICT to support all areas of development. Planned outcomes for today

lead ▪ learn ▪ protect ▪ engage We will consider: Expectation and Entitlement / Ethos and attitude in the context of the new framework for EYFS Current experiences Tools for enjoyment and exploration – including hands on exploration of resources Planning for ICT use Action planning

lead ▪ learn ▪ protect ▪ engage What are your expectations of your learners? What have you seen make a difference? What do you know that you don’t know? ICT in the classroom

lead ▪ learn ▪ protect ▪ engage Why use technology? Culture and society Impact on learning Well being

lead ▪ learn ▪ protect ▪ engage Technological society … Access to information, knowledge and learning Access to entertainment Simplicity of having needs met and services provided Digital communications on a global scale – bringing people together Providing opportunities for creativity and publishing to a global audience Integral tool for workplace

lead ▪ learn ▪ protect ▪ engage

Positive relationships Enabling environment Unique child Resilient Capable Confident Self-assured Develop in different ways and at different rates Overarching principles (Statutory framework 2012)

lead ▪ learn ▪ protect ▪ engage Learning and development (statutory framework 2012) communication and language physical development personal, social and emotional development literacy mathematics understanding the world expressive arts and design prime areas specific areas planned, purposeful play child-initiated adult led planned, purposeful play child-initiated adult led playing and exploring active learning creating and thinking critically effective teaching and learning implementation

lead ▪ learn ▪ protect ▪ engage Unique Child Appropriate use Responsible use Choose Explore Share confident / self-assured high self-esteem capable / independent determined adaptable take risks enterprising resilient Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

lead ▪ learn ▪ protect ▪ engage Expectation and Entitlement What are they learning? What are they experiencing?

lead ▪ learn ▪ protect ▪ engage

Tools for Learning : Computer device Interactive Whiteboard, PC or smart tablet smartnotebook clipart Internet iboard online activities and other sites 2Simple Infant Video Toolkit My World fairy tale screens Leaps and Bounds Espresso ipad / ipod touch video webcam apps

lead ▪ learn ▪ protect ▪ engage Tools for Learning : Peripherals Digital camera Microphone Easi-scope Flip camera Digital video camera Digital voice recorder Data logger

lead ▪ learn ▪ protect ▪ engage Tools for Learning : Toys Remote control vehicles Metal detector Music mat Walkie talkies Traffic lights Cash tills Kitchen equipment – eg microwave Torches Robots eg Bee-bots Mechnical toys – eg drills

lead ▪ learn ▪ protect ▪ engage Planning for ICT Where are the opportunities? What experiences should be offered? How can you plan for the opportunities?

lead ▪ learn ▪ protect ▪ engage Plan to introduce through the year Model expectations of appropriate use Encourage independent use Develop personal responsibility Support turn taking and cooperation Continuous use through the year

lead ▪ learn ▪ protect ▪ engage e-sense

lead ▪ learn ▪ protect ▪ engage e-Sense BYTE awards KILOBYTEVulnerable learners on p scales MEGABYTEFoundation GIGABYTEYear 1 and 2 TERABYTEYear 3 and 4 PETABYTEYear 5 and 6 Consider implementation across your school

lead ▪ learn ▪ protect ▪ engage Sharing learning and Reflecting on learning Digital photos Video Sound recording Print Display digitally Share on-line

lead ▪ learn ▪ protect ▪ engage Outcomes for today What knowledge of the appropriate use of ICT have you gained? What aspects of ICT do you have increased confidence to make part of the learning experiences for your children? How will you include ICT in your planning?