The Role of Ict in Early Years
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
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
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.