Ben B.
Computing Showcase Website
ICT IN EYFS
A major portion of the Early Years Statutory Framework is concerned with Understanding the world around us and using machines to our advantages. Under this area of the framework, pupils are required to select and use technology for a variety of purposes. Subsequently, it is common to see EYFS units providing computers and tablet computers for children to use to play educational games and explore the world via the internet. In my own observations at a school in the Rochdale area, children were also provided with Beebots to give them a chance at thinking systematically and to generate their own algorithmic thinking - a core part of the computing curriculum.
Children were observed using Stage 2&3 phonics games on laptops, using them to consolidate their own understanding of the sounds but also to cement their practical use of a mouse and keyboard. The children were provided with a larger, more child friendly keyboard to use, with colour coded arrow keys, spacebar and a chunkier mouse to account for a lower level of physical development. An example of the type of provided keyboard can be seen to this paragraph's left.
Practitioners in the EYFS unit at my placement school made extensive use of iPads to collect assessment data using the 2Simple framework and involved the children in the process of selecting the correct category regularly, again cementing and supporting the children's Early Learning goals. Furthermore, children used iPads to document their construction and games, using the camera to take photographs and videos under adult supervision. This application of multi-media to their learning environment further supports the ICT element of the modern Computing curriculum as well as providing evidence for the Understanding the world learning goal.
Finally, staff in the EYFS unit made extensive use of interactive whiteboards to promote engagement in lessons, with videos and bright images being a key factor in capturing the children's imagination. The applications of this were manifold, with pupils writing letters, selecting elements and interacting with games, promoting the children's engagement and enjoyment of lessons. Moreover, staff made use of on-screen timers such as this example to have children complete tasks in set time periods.