Creative+Development

= 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. 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.

= 3. ICT and role-play =

Areas of learning
• Creative development • Mathematical development • Knowledge and understanding of the world • Communication, language and literacy

Learning intentions
• To use their imagination in role-play • To express and communicate their ideas, thoughts and feelings in role-play • To recognise numerals 1–9 • To use language such as ‘more’ or ‘less’ • To find out about and identify the uses of everyday technology • To use language to imagine and recreate roles and experiences • To use talk to organise, sequence and clarify thinking, ideas, feelings and events • To enjoy using and listening to spoken and written language, and readily turn to it in their play and learning • To interact with others, negotiating plans and activities and taking turns in conversation

Individual targets this activity could meet
• To cooperate and share • To communicate events they have been a part of and share experiences • To explore objects and show curiosity about how things work • To sort and match objects

Prior learning/ICT skills
• To be able to push buttons

Resources
• scanner till, kettle, toaster, microwave oven, phone For appropriate health and safety information in using this resource go to [|www.becta.org.uk]


 * Learning context ||

Adult input
Get children to use props to support their role-play and to recreate their experiences with the technology that is part of the world around them. Give an opportunity to touch and control objects in play that they are less likely to be able to in their real worlds.

Questions for assessment
• Who were you being today? • Did you have to go to the shops? • What did you do there?

Observation
• Are the children able to use their imagination in play? • Do they use language to recreate experiences? • Do they show developing awareness of numbers, print and technology in the environment? • Do they play alongside each other or cooperatively? • Are they able to negotiate and take turns? • Do they show an understanding of the purposes of tools?

Opportunities for extension and spontaneous learning
Use a visit to a local supermarket, health clinic, shoe shop or café to encourage the children to look at how technology is used to weigh and measure, price, scan bar codes, swipe bank cards and print receipts or cheques. Back in the setting, recreate these environments with the children. Use digital photographs of their visits to remind them of what they saw. Ask the children to help make cardboard photocopiers or barcode scanners. Add pretend telephones to talk into and record messages on, and computers to play write on and to print out signs for the new environment. Try out software to support different environments. Some software is set in a particular environment e.g. a doctor’s or a vet’s surgery and could be used to encourage children to ‘read’ the screens and ask their friends questions. Word processing software will help children ‘write’ a letter and print out an envelope to send to a friend. Other software can also be used to make home-made screens to support any environment, e.g. to add pictures of food and numbers for children to make choices at a café. Ask children to send e-mail cards from their favourite TV characters or pretend to text on a mobile phone: these electronic forms of communication are now commonplace in many homes.

**Commentary** The children featured in the video were able to use their imagination and language to recreate roles and experiences. They took turns and negotiated throughout their play. They shared equipment fairly and played at different shop roles using appropriate language: ‘Take care when you carry the bag’. They expressed and communicated their ideas, thoughts and feelings in role-play. One child tried out 999 on the mobile phone and her friend recognised and confirmed that she was calling the police. The child with the phone recognised numerals and the children shopping saw the meaningful use of number in their play. They were using everyday technology, much of which they would see in their homes or at the shops. They were motivated by the use of this equipment, and it supported their purposes: one child looked through the microwave oven door at his cooking and another inserted toast in the toaster. They used talk to sequence ideas and clarify thinking: the turn-taking conversation as they exchanged goods and money in the shop was exactly as they would see adults carry out almost daily. They showed their pleasure in listening to and using spoken language, interacted with others and took turns in conversation.