Knowledge+and+Understanding+oftheworld

= 1. Painting with a tablet PC =

Areas of learning
• Creative development • Knowledge and understanding of the world

Learning intentions
• To run a simple program on the computer and perform simple functions using the tools and icons • To explore colour, shape, form and space in two dimensions • To respond to comments and questions, entering into dialogue about their creations

Individual targets this activity could meet
• To begin to differentiate colours • To begin to use representation as a means of communication • To listen to and follow instructions • To have confidence in trying out a new activity, exploring and experimenting

Prior learning/ICT skills
• To recognise icons and make choices with adult help • To use a stylus to select tools and icons • To draw with a stylus

Resources
• tablet PC • simple painting software (in this Example, // Infant Video Toolkit 2, 2Paint) // • colour printer For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Show how to change colours and tools. Demonstrate how to use the stylus to select and draw. Demonstrate following a dialogue box to select an action. Get the children to complete a painting on the tablet PC and print it out. Children should begin to use the tools and icons to create a picture of their own and communicate their ideas through this medium.

Vocabulary
tap, icons, pens, eraser, print

Questions for assessment
• How did you paint on the screen? • How did you change the colours? • How was it different to painting on paper? • How do you print your work?

Observation
• Are the children aware of the use of ICT to make a representation? • Do they enter into discussion about using ICT? • Are they beginning to recognise that information can be presented in different forms, e.g. that the eraser tool is not physically an eraser?

Opportunities for extension and spontaneous learning
Get children to use the program independently. Aim for children to recognise some of the advantages of painting in a computer program, e.g. ease of editing (the child featured in the video was just becoming aware of using one colour over the top of another) and correcting mistakes. Get children to use the tablet PC in different areas, e.g. for outside observational painting. Use a wireless tablet PC and remote printer to lead to play and discussion with other remote forms of communication, e.g. remote control cars and remote controls for TV/CD players. Use a painting program with more tools to encourage greater learning. Tools that allow for repeated patterns or resizing could support mathematical development and increase the opportunity for learning to make appropriate selections within a computer program. Use simple painting software on a desktop computer. Use paint and graphic materials, chalk for use outside and other mark making equipment.

Commentary
The child featured in the video was able to run a simple program on the computer and perform simple functions, e.g. select colours, use the eraser and print. He did explore the use of colour, shape, form and space in his picture and communicated his intentions clearly. He concentrated well, clearly felt successful and was happy with his achievement. He demonstrated a sound knowledge of two-dimensional pictures when he explained that his hands were behind his back in the picture and that’s why you couldn’t see them. He also showed an ability to search for a tool independently, and recognised the icon (the eraser) and its purpose. He was able to self-correct when he originally made the wrong choice in the printer dialogue box. He was successful in the activity, following it through to a printed copy. He could have been shown how to save his work so that he could later see the benefits of being able to return to past work, to make changes or to print another copy.

=2. Using a digital camera=

Areas of learning
• Knowledge and understanding of the world • Personal, social and emotional development • Physical development

Learning intentions
• To find out about and identify the uses of everyday technology • To have a sense of belonging • To handle tools with increasing control

Individual targets this activity could meet
• To recognise oneself as part of a group • To develop a sense of belonging • To build self-esteem by being valued for who they are • To engage in language within a shared context

Prior learning/ICT skills
• To use an on/off switch • To point and click with the camera • To use a button to change from camera to play mode and back again

Resources
• digital camera For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Get the children to use cameras outside to record their favourite place. This is an open activity and a chance to explore with the camera. The children may notice greater detail as they use the camera display to look again at their environment. Assure safety, support the children in their use of ICT skills and encourage interactions and to follow the children’s interests.

Vocabulary
click, point, button, camera, play, display

Questions for assessment
• Have you taken the picture? • Can I see it? • What did you take a photograph of? • What does that button do? • What do you see through the camera? • Who else takes pictures?

Observation
• Do the children manage to hold the camera safely and appropriately? • Do they point and click with a purpose? • Are they interested in what they see through the camera? Does it increase their observation/investigation of the world around them? • Are they curious about or pleased with what they capture? • Do they talk readily about the images they’ve taken?

Opportunities for extension and spontaneous learning
Show children how to take their photographs off the camera and import them onto a computer to see a slide show of what they have captured. Ask children to take photographs for a specific purpose, e.g. of flowers they can find outdoors to put with a display of flowers (this will support their observational skills), or to take photographs on a walk to sequence later, to recall events and make them into books. Get children to show each other how to use the digital camera. Ask children to take photographs of common objects seen from unusual angles. Other children play detective and try to guess what the objects are. Show the children the zoom or macro button and encourage them to take close-up photographs of, for example, grass, leaves, hair or wool. Can others guess what it is? Show children how to make jigsaws out of their photographs. Ask children to take photographs of their friends or favourite things to do to take home to their families. This will support their language as they discuss their setting with their families and will encourage sharing between home and the setting. Ask children to take photographs to support personal books, e.g. something they have made, some cooking they have done, their friends, or things they like. Add defunct cameras to the role-play area. Provide defunct cameras for taking apart and investigating (with due attention to health and safety). Make play cameras with used materials.

Commentary
Given an open situation to take photographs in, the children featured in the video mostly chose to take them of each other. They were finding out about the uses of an everyday technology and put it to the purpose that we most often see cameras used for, to take snaps of each other. Taking photographs helped the children’s sense of belonging: one child jumped up and down with pleasure to see herself on the camera, as did her friend at his achievement of taking the photograph. The children handled the equipment with care and increasing control. They developed their ICT skills as they listened carefully to instructions about the buttons, observed and then had a go. The children were highly motivated to listen and observe well as they wanted to take part in what is usually seen as an adult’s activity.

= 3.Controlling cars outdoors =

Areas of learning
• Mathematical development • Personal, social and emotional development • Knowledge and understanding of the world

Learning intentions
• To instruct a programmable toy • To use a programmable toy to support learning • To use everyday words to describe position • To work as part of a group, taking turns and sharing fairly

Individual targets this activity could meet
• To begin to differentiate direction and position, e.g. forwards, backwards • To listen to and follow instructions • To be confident in trying out a new activity, exploring and experimenting • To work alongside others, taking turns

Prior learning/ICT skills
• To gain increasing control over manipulating a joystick or buttons to move cars purposefully • To know the different effect that each button has on the movement of the car

Resources
• remote control cars For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Demonstrate how to make the remote control car move. Demonstrate the different actions of the buttons. Get the children to use a large open space outdoors to take turns in instructing a remote control car to go forwards, backwards, left and right, and observe the results of their actions. Introduce the correct vocabulary. Support children in taking turns.

Vocabulary
forwards, backwards, left, right, stop, turn around, back, other way

Questions for assessment
• What happened when you pressed that button? • How did you make it work? • How did you make the car move? • Could you tell it to move over there? How do you do that?

Observation
• Are the children stimulated and interested in this activity? • Do they take turns, sharing the remote control with others in the group? • Do they listen to and observe how to use the remote control? • Do they handle the control experimentally or attempt to make the car move in a particular direction? • Do they try both buttons? • Do they use directional language?

Opportunities for extension and spontaneous learning
Use the remote control cars as part of group play, e.g. by building a large construction out of crates or blocks to navigate the car through. Add digital photographs of the local area to the construction, e.g. recognisable shops, places of worship or clinics, so that it becomes a familiar neighbourhood to drive the car through. Ask children to see how near they can get to an object without touching it. This will help them to gain control, slowing the car down by decreasing pressure on the remote control as they near their goal. Ask children to chalk out routes to follow with their cars: the routes may look like road maps. This can involve children in adding details to their map or leading others to treasure. Ask a child to send the car to a friend at a distance, then get the friend to add something to the car and send it back or to another friend. Use programmable toys for independent play inside, e.g. a floor robot to program to move around a small world environment. Provide TV remote controls to use in role-play. Provide a defunct remote control device to take apart. Use more simple ICT toys with one button to press for an action, e.g. a scanner till, kettle, toaster, microwave oven, or phone.

Commentary
The children featured in the video were highly motivated to take part in this activity. They were excited and interested and ready to work within the group to take their turn and to share fairly. They listened carefully to the instructions about using the remote control. They handled the control carefully, looking and checking that pushing the buttons was moving the car. They may have been beginning to see for themselves that the button they used, and the way they pushed the button, moved the car in a particular direction. They were working to gain greater mastery over the control. The open area gives the children an ideal environment to gain increasing control over the remote control. They will need plenty of hands-on practice to become proficient. They listened to directional vocabulary and saw the meaning of this vocabulary in context. They did not need to use directional vocabulary as they were more interested in cause and effect with the remote control, and the open environment allowed them to explore this freely. As they gain mastery over the remote control and their play builds, for example, to navigating the car through obstacles, the need for directional language will be more apparent. The programmable toy supported the children’s learning about spatial relationships: a child moved his legs out of the way of the car coming towards him until the adult reassured him that it won’t ‘get him’. They see that the toy can disappear right out of sight and that it can be retrieved from a distance to be within the controller’s reach again.

=4. Independent computer use=

Areas of learning
• Creative development • Knowledge and understanding of the world • Physical development • Communication, language and literacy • Personal, social and emotional development

Learning intentions
• To know that technology is part of the world around them • To know that technology can support and enrich their learning • To know that technology can help them learn independently • To know that learning through technology can be an enjoyable interactive experience • To handle tools safely and with increasing control • To explore a text and enter into the pleasure of a story • To learn that print carries meaning and, in English, is read from left to right and top to bottom • To use their imagination in art and design • To express and communicate their ideas, thoughts and feelings by using suitable tools • To continue to be interested, excited and motivated to learn • To select and use activities and resources • To negotiate actions and take turns

Individual targets this activity could meet
• To maintain attention and concentrate independently • To use language to negotiate when playing with a friend • To use a mouse and access a program independently

Prior learning/ICT skills
• To point and click with a mouse, touchpad and stylus • To draw by clicking and holding down • To explore software, using buttons and icons to change screens and choose options

Resources
• desktop, laptop and tablet PCs • creative and literacy software (in this Example, //Leaps and Bounds 3//; //2Paint//; //Living Books:// //Just Grandma and Me//) For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Get the children to use different types of computers and access devices: desktop, laptop, and tablet PCs, and mouse, touchpad, and stylus. They can interact with creative software and with literacy software including ‘Living books’.

Questions for assessment
• Have you had a go on the computer? What did you do? • What happened in the story? • Did you print your picture? Can I see? • Did you save your picture? Can I see? • What else do you use a computer for?

Observation
• Are the children able to access the devices and handle them with care? • Are they able to navigate a program? • Do they know what the buttons and icons do? Are they able to find out? • Do they listen to and explore the story? • Do they use the paint packages for their own purposes?

Opportunities for extension and spontaneous learning
Show children the book’s options page to select their favourite pages so they can revisit them without starting the whole story again. This will support their literacy further as they play with the characters and events and learn songs and texts by heart. Children developing a picture to a high degree could be introduced to an art package with more tools and options, allowing them to develop their art further. The computers can support all areas of learning, depending on the software chosen. Mobile computers can be used in the role-play area to reflect the world as it is today. When children visit doctors or vets, computers are often on the reception desks and are one of the first things children see. Software such as At the Vets can support the setting up of real-world areas, enhance children’s play and engage them in further literacy and numeracy activities in a meaningful context.

Commentary
The children featured in the video were able to access all the devices, handle them with care and use the programs purposefully. They showed enjoyment and concentration in their play. They were able to negotiate their activities when others joined in. The children understood that the computers could support their activities. They were able to use the computers and programs independently. They were able to immerse themselves in text and enjoy a story independently. They were able to use an art package to represent their own ideas. They were able to use colouring to negotiate additions and changes and to personalise their creation.

=5. Making models=

Areas of learning
• Knowledge and understanding of the world • Personal, social and emotional development

Learning intentions
• To construct with a purpose in mind • To use simple tools and techniques competently and appropriately • To form good relationships with peers • To work as part of a group, taking turns and sharing fairly

Individual targets this activity could meet
• To develop fine motor control (use of screwdriver, fitting bricks) • To share with their peer group • To describe their purpose • To talk alongside others

Prior learning/ICT skills
• To become aware of the actions of each ‘intelligent brick’ to select ones that fit their purpose

Resources
• Remote control vehicle creation kit (in this Example, //Lego Mybots//) For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Get the children to work alongside each other to select Lego Mybots pieces to build their own construction. Support their knowledge of the ‘intelligent bricks’. Support their attempts to fit the construction together where needed. Develop their language: encourage the children to talk about their purpose, and support their imaginative play. Encourage the children to share and to help each other where needed.

Vocabulary
robot, aeroplane, car, alarm, light, petrol, wheel, screwdriver

Questions for assessment
• What are you making? • What will it do? • How does it work? • What did you choose to add to your car/aeroplane/robot? • What can your car/aeroplane/robot do?

Observation
• Did they work as part of a group? • Did they observe or listen to each other? • Did they help/respond to each other? • Were they able to complete a construction of their choosing? • Did they fulfil their intentions?

Opportunities for extension and spontaneous learning
As the children become more proficient at constructing, move the blocks to the carpet on the floor or to an outdoor area with other props to support imaginative play. Get the children to make small worlds inside and outside using construction and junk materials to play in with their constructions. Ask the children to take digital photographs of their constructions so they can look back and remember them when the constructions have to be disassembled. They could put these photographs in a book and ‘write’ underneath them, or an adult could scribe by hand or on the computer, and add their book to their collection of books for everyone to read. This will help them to see writing as a means of recording and communicating and develop the meaningful use of literacy. They could import their photographs into a document and use the keyboard to ‘write’ about their construction, or an adult could scribe. The document could be saved to a folder, perhaps the child’s own folder on the computer. This could act as a record of their work and give the children the opportunity to see how they can use the computer to record and play back their ideas. Save the photographs to a folder to make into a slide show for the children to see and use in their planning, or for visiting adults/families to see the children’s achievements. This works particularly well when the images are projected onto a large screen. Introduce computer software that allows children to play with buttons, buzzers and bells, or role-play with ICT toys that have buttons, buzzers and bells, e.g. a scanning till, microwave, toaster or kettle.

Commentary
The children featured in the video were able to construct with a purpose in mind, talked about their intentions and chose bricks to build their constructions. They needed some help with manipulative skills. They did help each other as well as seeking adult support. They decided what they needed and made suggestions to each other: ‘You need some petrol’, ‘I want some petrol’; they cooperated, shared tools and shared play. They used their imagination as they played with their constructions.