Information Communication Technology

1253 Words6 Pages
There has been a growing emphasis on the use of ICT in schools since the 1990’s by the government and over recent years the use of ICT in early year’s settings has grown rapidly, due to the early year’s curriculum making it a requirement. Evidence from research on the effect of ICT on children’s learning, development and health has raised mixed views from many educators, which has ignited a debate that is becoming increasingly polarised. Introduction: In today’s society, most things we use involve the use of Information, Communication Technologies (ICT) including mobile phones and iPads and computers. There are many countries from around the world that have made an important investment of educational ICT. The UK government has spent over £2 billion on various ICT kits for schools and in training practitioners to use these different technologies (WHITEBREAD). However there is an ongoing debate around the idea of ICT being beneficial to children in early years. Research from daynurseries.co.uk has shown that over 80 percent of nurseries in the UK have excellent ICT facilities, but some nurseries and childcare experts are beginning to question whether the use of ICT is a good thing (Day nurseries, Online). In this essay I aim to discuss the variety of aspects around this debate and try to answer the relevant issue of risks and benefits of ICT in early year’s settings. There are two groups that have caused the debate on making ICT an important element in early year’s settings which has led to a numbers of opinions of the matter. The first group consists of many who believe that the use of technology can result in social – economic benefits and help facilitate learning and development (DfES, 2001). The second group consist of those... ... middle of paper ... ..., imaginative and role play, movement, designing and making, and a variety of songs and musical instruments’(Dfe 2012, Online). Through the use of ICT this is possible as it can enhance children’s learning creatively, when it is embedded in other aspects of the EYFS curriculum. For example; providing children with a resource such as hand held metal detector alongside everyday objects, can encourage children to test which objects make the metal detector buzz. Through this, practitioners are able to use open ended questions to support children’s exploration of the objects selected. This will help enable children’s ‘curiosity and interest in features of objects’ to be supported but also encourage children to ‘ask questions about why things happen and how things work’ (Dfe 2012, Online). It can also help foster the development of communication skills amongst children.
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