ICT in the Foundation Curriculum

ICT in the Foundation Curriculum – an overview

Children should:

Find out about and identify the uses of everyday technology and uses information and communication technology and programmable toys to support their learning. (ELG)

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.

Knowledge and Understanding of the World
Page 92/93
Curriculum Guidance for the Foundation Stage
QCA

See the publication ‘Additional Curriculum Guidance for the Foundation Stage’, provided by The Advisory Service for Shropshire and Telford and Wrekin, for more information.

What is ICT in the Foundation stage?

Initial exploratory of use of range of equipment, such as:

ICT and the four levels of play

Teacher-led learning

Teacher elicits information from children to establish prior knowledge.
Teacher has control over delivery of objective through whole-class/ large group teaching, demonstration and questioning.

Role of the adult:

To establish children’s current level of understanding.
To lead and to impart predetermined information with clear objectives.
To model new skills and information.

Teacher- directed learning

Teacher directs child/children to a task or series of tasks and dictates how the activity should be carried out

Role of the adult:

To plan activities based upon assessment of prior knowledge.
To plan activities which can be carried out independently or collaboratively
To offer children opportunities to practise new skills and consolidate learning

Click here to see examples of how Oakengates Nursery, Telford, approached this way of working

Child-led learning

Adult directs child to a specific ICT area/piece of equipment and the child makes decisions about how to use the equipment

OR

Adult sets child a problem and child decides how to solve it, and the equipment and organisation required

Role of the adult

To organise the ICT environment in a consistent and appropriate way so that children are familiar with resources, their potential use and where they are stored.
To consider the learning potential of activities and equipment and have specific learning opportunities in mind.
To offer children the opportunity to explore and use software and other ICT equipment in their own way, trying out ideas, discussing and co-operating with others
To present children with regular meaningful and relevant opportunities to solve their own problems

Child-initiated learning

Children select their own activities with total independence from the teacher.
All facilities and equipment in the classroom are on offer and children are encouraged to use resources in whichever way they prefer.
Children are supported in re-visiting activities, extending ideas and applying previous skills and knowledge.

Role of the adult:

To provide an ICT environment which is well resourced and organised and promotes independence.
To offer carefully thought-out areas which support children in making cross-curricular links (e.g. moving the computer into the art area so that children can use a paint program in a relevant context, or into the role play area)
To observe and listen to children, restating and supporting their ideas.