Learning & Development: ICT - Screen play

Developments in technology mean that today, children in early years settings have more access to computer-based play and learning than ever before. How can practitioners make the most of these resources to engage children in their use?

CfBT Education Trust has recently produced Engaging Early Years Foundation Stage Children in Computer-based Play. A practical guide for early years workers, it was published in response to research by Swansea University that looked at how children engaged with computers in early years settings and how 'play-like' they felt computer activities were.

THE BASICS

According to the research, ICT is most effective in early years settings when it is part of the continuous but structured provision during daily routines, and it should be organised in a way to ensure all children can access the resources equally.

Restricting ICT use to rare occasions, such as timetabled use or solely within adult-led activities, rather than integrating it within all the learning provision, will only make it seem like a novelty to the children.

The research showed that having uninterrupted focus time to use ICT contributes to children's enjoyment of technology. Providing opportunities for children to enjoy the computer or whiteboard, either individually, in pairs or in groups, for extended periods enables active choice, engagement, problem-solving and conclusion.

This time may be structured by using sand-timers, pictorial schedules, waiting spaces and the like. Seeking input from the children themselves will help create a system that works well for them.

ICT should be seen as a tool for enriching and extending learning opportunities within the context of children's interests. It should not be seen as a distinct activity designed simply to practise a basic ICT skill, such as mouse control.

Points for discussion

In your setting, are computers, whiteboards and touchscreen technology used in conjunction with other learning resources? For example, can a laptop be positioned close to the exploratory space to promote purposeful use of the microscope to look at snail shells and leaves collected outdoors? Do adults allow children to explore technology and support their learning by taking photographs to use in other software?

BEYOND THE SETTING

It is important that practitioners understand children's early experiences of technology outside the setting. Talk to parents to find out about the availability of computer technology at home and the individual child's enjoyment of computers and whiteboards to inform your planning for each child.

Mirroring the types of activities available on the computer at home helps to support the child's transition to the setting and enables staff to plan activities that offer the right level of challenge, so maintaining the child's confidence. Parents should also be encouraged to play with their children on computers when they visit the setting.

Research has shown that children from affluent families are more likely to be confident and engaged with technology, as they will be exposed to a greater variety of computer applications and interact more with adults around the computer outside the setting. It is important, therefore, that practitioners recognise and accommodate those children whose only access to computers is in the setting, and ensure equal opportunity.

It can boost children's confidence, incidentally, if those with only limited home access have opportunities to teach something new to children who are generally more familiar with computers, so they are not always in the position of learning from their better-off peers.

Points for discussion

Is information about the applications used in your setting shared with parents? Are parents encouraged to visit the setting to explore the resources?

ALL INCLUSIVE

Making even small changes to how ICT is presented in the setting can ensure that provision is accessible to all. The change may be as simple as providing a child-sized mouse rather than an adult one, or tracker balls to enable better physical access.

Observations will help practitioners identify children who may require additional support. Some children may need support with communication; some may be challenged by programmes that require them to make too many choices; some may need support with understanding the computer's style of communication, while children with English as an additional language may be unfamiliar with the idioms used in some applications.

Gender also has a strong influence on how children access and enjoy computers. Girls and boys may typically prefer different activities and learn through different styles. Equal access means giving all children full opportunity to explore and discover their own preferences and talents.

Real-life scenario

In one setting, practitioners had observed that boys were not engaging with the interactive story software. They were engaging in the beginning of the retelling, but rarely maintained their concentration until the end. Might stories that the boys replicated in role play engage their concentration for longer?

The practitioners browsed TV network websites and discovered stories about the 'wild west' and 'lost treasure'. Making a hyperlink to these webpages, which included other texts, gave children a choice of stories that interested them. The adults discussed children's choices and evaluations to inspire their planning.

DEVELOPING WRITING

Computers can offer children opportunities to engage in creative play that promotes early mark-making skills. They can also help build the confidence of reluctant mark-makers who may be worried about making a mistake.

Poor mouse control and lack of familiarity with a computer keyboard can throw up barriers to children's engagement and becoming confident in their mark-making skills at this early stage. Practitioners may, therefore, wish to consider investing in a 'drawing tablet' or touchscreen technology, or using the interactive whiteboard for children's early attempts at writing.

Children enjoy imitating adults, so practitioners should model types of writing on whiteboards and using keyboards to encourage children to develop their 'writing' skills.

Top tip

To engage children in mark-making and typing, create name cards for them. Invite the children to take pictures of each other using a digital camera. Then open the image in a simple drawing or publishing programme, and encourage the children to either type their name or use the whiteboard to write their name.

These nametags can then be used for self-registration, as peg labels, on learning records and so on.

LET THEM TAKE CONTROL

Children who can choose from a selection of resources and explore independently will gain greater satisfaction from their play than those who rely on adults to make the choices.

Children should be allowed to determine how they use ICT. This can be achieved by adults modelling playfully alongside small groups. Practitioners should also allow children access to the internet - albeit carefully monitored - so they can explore information and visuals for themselves.

Points for discussion

What element of choice and independence is available in activities in your setting? Do all staff understand the capabilities of the software and peripheral resources?

GROUP WORK

The initial research by Swansea University found that some of the most playful and interactive use of a computer took place when three or four children used a single machine, as children take a shared interest and help one another, reinforcing their learning.

Children should be able to choose the pairs or small groups they wish to play with. Practitioners will, however, need to observe to make sure that confident children do not overwhelm their less-confident peers. Where appropriate, practitioners can encourage the more competent or confident child to act as a peer coach or mentor to the others in their group.

In group activities, practitioners should help children to manage turn-taking by providing a strategy such as sand-timer measurement or using a name list. When children are developmentally ready to manage each system, encourage them to choose which one they prefer. Many like the 'waiting chair' option, as they can work more collaboratively or observe their peers.

Top tip

Position equipment away from distractions, with space around it to allow the active involvement of small groups. Use low tables and dividers to create learning spaces with engaging resources, a mark-making basket and prompts for using software or resources for purpose.

Amy Stancer is Foundation Stage manager at Lincolnshire Birth to Five Service, managed by CfBT Education Trust on behalf of Lincolnshire County Council

MORE INFORMATION

Engaging Early Years Foundation Stage Children in Computer-based Play is available to download at www.cfbt.com/research.