The role of ICT in a nursery setting that supports the development and education of children.
ICT are tools that can connect people to a global community; they enable access to information from around the world; they enable individuals to publish and share their thoughts and ideas; they are tools for discovery and self expression (Kankaanranta & Kangassalo 2003)
Early years settings need to provide opportunities for children to learn about ICT as well as to learn with ICT (E.Y.F.S I.C.T is an integral part of all our lives as it is used so largely in society, starting from a babies playing with a movement operated singing toy to adulthood being able to send and receive emails. It is the ‘responsibility of education to prepare students for the future’ (Morrow, Barnhart & Royyakkers 2002) ) A nursery experience in ICT means that children are now advancing the older generation by the time they reach primary school. (Nutt, 2010) Within a nursery setting up to the age of pre-school there are a large range of ICT recourses that can enhance or delay children’s learning experience. (dcsf,2004) "ICT is at the heart of the DCSF's commitment to improving learning for all children". These can be an ICT toy that is used for free exploration experiences. These may include baby’s activity centres to enhance sensory development. musical talking books for toddlers and pre-school children, this doesn’t give the children time to think about what is going on around them and also a lack of imagination used when using these, however I found in my setting that talking books are a good way for children to learn nursery rhythms and rhythm as the children continually press the same button. We use programmable and radio-controlled toys as well as everyday items such as remote-control devices to help children with spatial awareness ,numbers of movements we can also use knowledge and understanding of the world by using maps for the movements. we can also use Realistic ICT toys and everyday technology to supports children’s imaginative and role play by providing meaningful contexts such as in the role play area, the shops need bar code scanners and may have digital tills (my setting now have chip and pin toys) these are some benefits of using ICT at an early age as children are more prepared to grow up in the environment they are nurtured in
Some advantages of using ICT with young children is that children can grow up using all ICT recourses and find them normal in everyday life as they are growing. We can plan activities and free play for ICT so that it underpins each principle of the Early Years Foundation Stage (EYFS).in literacy children can locate letters on a keyboard and if you have the software then letters typed can be read allowed to the child. With multi-lingual children learning and understanding a new language can be difficult and cause development delay to help prevent this we can use recorder pens that speak multi languages to improve the Childs understanding. There are lots of sensory toys to use such as voice changers and recorders, motion, senesced toys. The recorders are very good for children to tell their story in their own words . In my setting we have a child with cerebral palsy who also has communication difficulties, by using ITC the child has a small portable communication aid with large letters and pictures. When the child has pressed what he wants to say he will give it to the practitioner who can access their needs. There are certain settings where it is appropriate for speech and language therapists to base support around ICT resources already provided by school(Kent County Council and NHS, 2008)I find this is a good way of integrating SEN children in mainstream nurseries.
Rather then children having traditional activities planned every day such as gluing and sticking for creative development we now have children’s digital cameras to be creative with as well as video cameras. A video camera is useful for...
References: • EYFS, (2008)early years foundation stage, government framework ,p18
• Facer, K
• Morrow, LM, Barnhart, S, Royyakkers, D (2002), ‘Integrating technology with the teaching of an early literacy course’, The Reading Teacher, vol. 56, no. 3, pp. 218-230, retrieved from.
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