EYPS Support: Improving ICT practice
Colette Bentley, head of training for EYPS at Edge Hill University in Lancashire (left), describes how EYPS student Nisha Patel led her colleagues through a process of reflection and evaluation in order to evidence Standard 37: Develop and use skills in literacy, numeracy and information and communication technology to support their work with children and professional activities :
To gather evidence for S37, Nisha spent time working alongside the private nursery staff team observing and evaluating the provision. Nisha was aware that the setting had invested in resources to promote ICT that were not being incorporated into the daily provision. She chose to focus on this area as part of her development plan. Initial discussions with staff revealed that they were lacking in confidence and training in ICT. Nisha's first objective was to develop their confidence through practical training in the use of ICT equipment. She organised a session where they could explore and experiment in a supportive context. Then she led the gradual introduction of a range of computer programmes, developed the use of the interactive whiteboard and digital cameras with the children and the implementation of a listening centre in the learning environment.
Using play-based experiences
Nisha's early observations and discussions with staff also revealed that provision for literacy and numeracy was not based on practical experiences planned as a result of staff observations of children. Nisha identified a training need and offered to provide some input on the EYFS. By focusing on its Principles and Commitments, she was able to encourage the staff to reflect on their practice and provision, and begin to evaluate the children's learning. In this way staff began to discuss and understand the need to use their observations to inform them about individual children's interests and learning needs and to provide meaningful experiences.
Nisha supported this process with ideas on how to put EYFS principles into practice and worked alongside the staff with the children to model how to implement those ideas.
