Huge Range of Technological Resources to Explore
How can Digital Technology can help…?Why not just stick to drawing and talking?
Why Use Cameras?• Puts children at the centre of their learning• Instant feedback• Highly motivating for engaging in learning• Shows children they are valued• Builds on a developing sense of self• Shared context for language development• Personalises learning - makes experiences meaningful• Valuable tool for communicating and sharing information
Technology helps holistic learning• Puts children in control of their learning• Instant feedback and fulfilment• Highly motivating for engaging in learning• Increases self-esteem and value – look what I can do!• Develops strong sense of self, high levels of emotional well being and good mental health• Shared context for language development• Personalises learning - makes experiences meaningful• Valuable tool for communicating and sharing information
Starting Points…• importance of how young children learn• thinking about who our children are now• importance of exposure to experiences early on• most suitable ways of responding to our children’s interests and needs• Less focus on short term activity-based goals, more on long-term relationships• Knowing what is possible for them (and us) to achieve
Matti Bergstrom, emeritus professor ofneurophysiology at Helsinki universityYoung children need outdoor space to achieveoptimum brain development.Too much order in a child’s life can inhibit theirlearning. Until the age of 6 or 7, children needaccess to space and freedom to play out theirfantasies. The area of the brain that processeslogic and order has not fully developed and thechildren depend more on their inner feelings
Bernadette Duffy, Head of Thomas Coram Children’s CentreBy encouraging creativity and imagination,we are promoting children’s ability toexplore and comprehend their world andincreasing their opportunities to make newconnections and reach new understandings.Supporting Creativity and Imagination in the Early Years (1998)
Technology is another tool to help children make connections
Technology helps us to be more respectful of children’s rightsUNCRC states thatchildren have the right tocontribute their views onall relevant matters intheir lives.While children are viewedas experts, they are notalways ascribed status ofsole expertise.
Rights-based approach – like pulling up another chair• Promotes respect for children• Empowers children under six• Values the child’s rich and varied language repertoire• Improves decision making and self control• Helps us to ‘tune in’ to how children and young people are communicating• Enriches practice - creating an embedded listening culture• Enables children to make a positive contribution to our planning, delivery and evaluation which helps us to work more effectively.
Technology helps us to Observe from a different perspective
Young children’s stories express deep and significant ideas. Recording them makes their ideas,and learning visible
Listening to Children. How does that work, then? When children are encouraged to think creatively by following their own lines of enquiry, exploring possibilities, making new connections and solvingproblems, they are developing skills for life-long learning.In this way they develop confidence in themselves, both as thinkers and as learners.This approach demands professionals who take the timeto listen, consult, tune into children’s thinking, act upon, and trust, the richness of children’s ideas.
Digital ‘Listening’ Adds Value• Using technology processes with children, you can find out what approaches enable them to have confidence to participate routinely in matters that affect their lives;• Tools to support parents and professionals in enabling children to express their views, feelings, concerns and aspirations about their learning, their health and social care, their environment.• ‘Listening is the subtle thread in all that we do. It has become the way that we work’ (Nursery Manager)
Listening in socially inclusive relationships • Mutually respectful, reciprocal relationships • A view of children as people now, rather than in ‘process of becoming’ • Recognising children have potential far beyond our knowledge • Knowing they are exerts of their own lives
RAMPS Approach• Recognising a child’s many visual and verbal languages.• Assigning space for children’s and young people’s voices to be heard.• Making time for their opinions to be valued.• Providing genuine choices.• Subscribing to a reflective practice
Digital Detectives… Find the Evidence!• Understand how to use your equipment• Take one room each and have a look at it through the lens – what do you see?• Look at it from different angles.• Take 5 pictures to show what you like / dislike about the environment (indoors and out).• Bring them back to phorensics for analysis.
Digital Detectives… Display the Evidence! • Order the images in priority of what you liked the most / least • Ask for visual responses (happy / sad) • Discuss your findings • Answer questions from other detectives • Decide if your priorities should change or remain the same
Digital Detectives… Analyse the Evidence! • What did we learn? • Does it help to have visual as well as verbal evidence? Why? • Does this environment stimulate effective learning for our children? • Does it represent our children’s home cultures and identities? • Does it reflect their interests and celebrate their voices ? • Do they have the skills / confidence / access to use digital equipment to record their interests?
Researching the role of technology in… • Supporting childrens voice and encouraging expression of things that are important to them • Supporting partnerships between home and the Early Years setting, including joint understanding of child’s cultures and experiences • Using enquiry methods to facilitate meaningful conversations between children and their parents and practitioners, and avoiding misinterpretation by adults
Video/photo Dream Catcher - Information Architecture Media browser browser Homepage closed Video button TV button pressed pressed Photo frame button pressed Camera button Speaker button pressed pressed Video choice Photo choice Sound choice Sound button pressed Video/photo browser “No” “No”Audio: “Shall we Audio: “Shall we Audio: “Shall wemake a video?” take a photo?” record some “No” sounds?” Media browser Sound closed Video Camera recorder Sounds application application browser Sound recorder closed Note: Video button needs to be pressed Camera app closed Sound browser to enter video mode closed Video app closed
Capturing ideas and reflecting back St Saviour’s School andNursery, Bath
Gabriella and Eva getting to grips with the technology
Dream Catcher in ActionHallam Road Children’s Centre, Manchester
E: I’m not sure about it. Im going to make the tea with baby Annabelle.G: Look I can do it.Its like a DS. I’ll doyours for you if youwant.
E: This is funny but G has to help me to do it.G: I’ll do it for you. Lookyou do it like this…
Capturing ideas and reflecting back St Saviour’s School andNursery, Bath
Stage One Trial Results• Parents developed better listening skills and deeper awareness of children’s stories• Children happy to have their stories shared – increased confidence, sense of being taken seriously and better relationships with siblings• Staff more confident in documenting using technology to reflect learning development, plus better understanding of what’s happening in family life• Good idea, Wrong technology – did not meet expectations as most ideal tool for communications, required too much adult intervention in instigating discussion, questioning and thinking with their children.• Further ideas from staff & parents on how to improve process.
Stage Two Research• If video distracts rather than builds communication bridges, is it better just to focus on the camera?• How do we avoid the success of the ‘tool’ being dependent on the level of dexterity of the child - Are touch-screen tools better for younger children?• What training do parents and staff need to effectively communicate with their children and each other?• How do we embed consultation using technologies that work throughout daily practice?
Active Listening• Paying attention and keeping focussed• Eye contact• Facial gestures, noises and body language• Reflection of speaker’s words to check for shared meaning and understanding• Avoid making assumptions• Respect speaker’s words and phrases, show cultural respect with idioms• Be sensitive to expressions of their emotions, spirituality, culture, etc.• Give them time to express themselves
Ideas for using digital images to support CLL• Photos of setting, homes, friends, family and activities• Outings and visits, developing vocabulary• Acting out and retelling stories• Story boards• Photos attached to name cards• Scribing under photos• Photos of real setting in role play area e.g. photos of a garden centre or shoe shop• Photos of labels from shops to reproduce in role play
Choosing a camera – Issues to consider• How vulnerable is it? Worth getting accidental damage cover?• Will the children be able to use it e.g. size of screen/buttons?• Ease of use / accessibility for professionals?• Cost? Lots of cheap cameras and flip videos, £30 - £80.• How will it connect to a computer - do you need extra leads or a card reader?• Will you use a stand alone printer? Direct printers can be portable and easy for quick print offs, but more expensive.
Return to our Starting Points• What aspects of play and learning can best be supported, enriched and extended through technology?• What will enable children to keep exploring, problem solving, communicating?• What will extend and deepen children’s learning?
What will the practitioners do? What will the children do? How will I monitor and assess? What resource(s) will I use? Sony Mavica How will I build this into my planning?What do I need for preparation (e.g. time or training)? Starting points for using technology in the learning environment. Our overall aim = Anything else? What do I need to find out? What area of learning will this develop? Where can I get help?
Resources• Argent, S. (2007) A Suitcase Full of Stories. Theatr Iolo. www.theatriolo.com• Lancaster, Y.P. and Broadbent, V. (2003) Listening to Young Children. Buckingham: Open University Press. ISBN: 0335213723. www.coram.org.uk/listening.htm• Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., Wright, K. (2007) Digital Beginnings: Young children’s use of popular culture, media and new technologies. University of Sheffield. www.esmeefairbairn.org.uk/docs/DigitalBeginningsReport.pdf• Ohler, J.B. (2007) Digital Storytelling in the Classroom - New Media Pathways to Literacy, Learning, and Creativity. Corwin Press. http://www.corwinpress.com/booksProdDesc.nav?prodId=Book229157• Project Zero and Reggio Children (2001) Making Learning Visible, Children as individual and group learners. Reggio Emilia: Reggio Children. ISBN 8887960259 http://www.pz.harvard.edu/ebookstore/detail.cfm?pub_id=107• Paley, V.G. (1990) The Boy Who Would Be a Helicopter. Cambridge, Mass: Harvard University Press. ISBN: 0674080300 www.hup.harvard.edu/catalog/PALBOY.html
An award winning membership network for people working creatively with children and families in the early years, arts and cultural sectors.