Summary of first working party meeting held on November 14th
2000
On page 92 and 93 of the Early
learning Goals it states for ICT:
Stepping Stones
|
What does the practitioner need to do?
|
| Show an interest in ICT |
 | Giver opportunities to control a programmable toy,
for example a floor robot |
| Help children to become aware of technology around
them in the setting, local environment and home, for example washing
machines, street lights, telephones, cash registers and burglar alarms |
| Stimulate all children's interest in ICT and other
technology |
|
| Know how to operate simple
equipment |
| Teach simple skills of using equipment, for example
switching on and off |
| Help children understand how things work by giving
opportunities to take apart and reassemble, for example telephones and
radios |
| Build on ICT skills developed at home |
|
| Complete a simple program
on the computer and/or perform simple functions on ICT apparatus |
| Teach and encourage use of ICT in the setting, for
example tape recorder and headphones, programmable toys and clicking
icons to cause things to happen on a paint program |
| Provide opportunities in role play areas to use ICT |
| Introduce the correct language in conversations, for
example the names of technological equipment and the operations
performed on them, such as eject, double click, rewind and crash |
|
| Find out about and identify
the uses of everyday technology and use information and communication
technology and programmable toys to support their learning |
| Give opportunities for the use of ICT to develop
skills across the areas of learning, for example a talking word
processor to develop language and communication, vocabulary and
writing, talking books for early reading, a paint program to develop
early mark making, a telephone for speaking and listening, CD ROMs,
video and television and musical tapes to find things out. |
| Encourage children to observe and talk about the use
of ICT in the environment on local walks, for example traffic lights,
telephones, street lights, barcode scanners to identify prices in
shops. |
| Encourage children to show each other how to use ICT
equipment. |
|
The working party used this as a starting point, as well as articles printed
in magazines, and on the Internet. These were:
We decided that what most Early Years teachers would like would be:
| a list of quality resources |
| activities that would make use of these resources |
| details of the learning objectives that would fit into the six areas of
learning for the Foundation Stages |
| a short document that Early Years teachers could send home to parents of
how they could help at home |
Discussion took place to decide how this would be done, and within what
timescale. This was decided:
| a questionnaire would be sent out to all schools in the four pyramids of
schools that we would be working with (Hartismere, Stradbroke, Debenham and
Thomas Mills), to find out the current provision of ICT, and find examples
of good practice, in the reception and nursery classes. Information would be
collated and discussed at the next meeting. |
| a writing frame for evaluating resources would be created, so that all
reviews were written in a similar style. Evaluations would take place over
the Spring term 2001. |
| resources would be shared between schools, so that two schools could offer
their opinions, and ideas for activities for a resource. |
| a meeting would be held in December 2000 to look at questionnaire, and to
decide what resources need to be purchased for review. The working party
would bring good resources they already have to that meeting to include in
evaluations. |
| evaluations need to be also carried out for the resources we currently
own. |
|
