- ANGELINE T. TAGARIRA
CHILDCARE AT HOME
Question 1
Explain the seven types of skills that children may develop as a result of using ICT.
One of the most crucial ways we can help children whilst using them in a child care setting is through h establishing simple activities to help them develop multiple skills and abilities. ICT is area of the children's world today which is relevant in producing different kinds of skills children need in their lives. In this essay seven types of skills which children develop consequently of ICT will be cited and discussed.
Fine motor skills
Fine electric motor skills are actions and activities of the muscles and they are categorised in two communities. Fine engine skills are the small motions that occur in the hands, wrists, fingers, toes, lips and the tongue. They are the smaller actions that happen like: picking right up and object between your thumb and finger, using the mouse to click, or choose an thing or shape, having a pencil to write, positioning a fork and using it to consume and other small responsibilities that take place every day. Based on the study materials ICT requires many precision motions. Therefore children will establish fine motor skills to effectively control the mouse, hitting and dragging a cursor to choose or highlight components of texts. Fine engine skills is approximately small muscle activity in coordination with the sight however fine engine skills do not develop in isolations from other skills.
Gross engine skills
Gross motor skills involve the activity of the biceps and triceps, legs, feet or the complete body. This consists of actions like operating, crawling, walking, swimming and other activities which involve much larger muscles. Based on the analysis materials, Gross engine skills can be improved when children use the white table to track record things, as they stretch and touch differing of the white plank and also using bigger pens to create on the screen.
Creative development
As a kid minder with a purpose for children's learning when providing ICT lessons my main concern needs to be to provide software they'll use to learn through expiration. Employing elements of play, exploring alternative approaches will help children to hire imaginative thinking in doing so developing their imagination. Children will experiment with colors and images, dragging and dropping items onto the screen.
Mathematical development
Computers offer energetic visual images that start some regions of mathematical development in children. The usage of ICT has a great impact how mathematics can be taught to children. The use of easy mathematical teaching software will encourage children. The programs will help children and provide them opportunities to match shapes and perform simple numerical bonds as they play and find out at the same time. Computer graphics allow children to share mental images and habits of structures. Counting images or symbols on the home screen will help develop early mathematical skills like statistics, shapes, size, quantity and patterns.
Language development
ICT should not only be computer structured. It is important to develop a built-in, holistic and valid way that will encourage children to build up their terminology. Such skills as listening, storage, expressing thoughts, ideas and thoughts are gained. Children develop consciousness that printed words have meaning. Children have the ability to use the main element board to write simple words and their names.
Increase in confidence
ICT are a good idea and interesting if found in the right place and right way. Children under five come with an uncanny knack of learning to get good at new technology. Children would rather be left alone with things like smart devices, tablet computers, consoles and use their intuition to confidently swipe screens and press switches. Displays can be good for learning and a lot more children are kept to interact individually a lot more they develop in self-confidence. Heather Kirkorian completed a research research and she says touch screens could maintain educational prospect of toddlers. She rates; "Kids who are getting together with the screen get better, considerably faster, make few blunders and learn faster. " Online conditions can offer children with a electronic space to develop self-confidence. Good.
Increase in world knowledge
Children have to understand that modern technology is around to remain so be able to use the sense of analysis and exploration to develop their skills of observing. They also needs to appreciate that ICT resources accelerate different jobs and they're needed in home environment.
Social skills
In a child care establishing where these resources are limited children develop social skills like showing and team work as they do jobs in groups. A lot of communication goes on as children focus on their projects. They create a sense of tolerating one another in all respects of life.
A good explanation of the abilities that can be developed through using ICT materials and equipment.
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Question 2
Construct a booklet which is often given to parents which recognizes safe practices concerns for children using ICT and how these concerns are being dealt with in a child care setting up.
Little Busy Bees Child Care
Welcome to the little active bees child care
We meet Mondays to Saturdays from 08:00 to 18:00. We focus on different activities to amuse children from nine a few months old to school heading age. We offer companionship for children whose parents have occupied lives and other commitments during the day time. We offer ICT skills from 14:00-16:00 every day. If you're considering ICT skills only please do come and enroll your son or daughter. ICT is run by dedicated and knowledgeable people of staff.
What Happens?
The group is very informal but does have a basic structure. Children choose from a range of different activities provided on the software. Children are absolve to browse through and get to what likes and dislikes them for we consider by so doing children develop confidence and various skills of using it. Children are then released to different educational structures as time passes while maintaining the feeling of play so as to record their interest.
Safety First
It is the utter most responsibility of this child minding setting up to provide also to ensure that the children using ICT are shielded online as well as from a health insurance and safety perspective in the physical setting. Children are grouped matching to their age range and exposure to internet offered by home. Provisions for safe internet practice can be found to safe guard the kids from accessing incorrect materials and images and also against cyber bullying. Round the clock support is offered at all times by personnel that closely keep an eye on children, making that the kids are not being able to access unacceptable materials.
During this era children will be exposed to computers, laptops, Nintendos, iPods, cell phones, play stations and X pack. However many of these items are toys and games, real items are limited so there will be times when children cannot gain access to certain items and also have to try different ones or play with toy ones. These things are supervised for unacceptable use to ensure that the children are safeguarded from any danger.
If you have any ideas of how children can learn in a safe ICT environment any ideas are most welcome. The basic safety of the children is important.
Our Aims
- To help children build after the encounters they bring from home
- To assist children to acquire and develop practical skills required in ICT
- To support children to use ICT with confidence
- To develop a knowledge of care and respect while using ICT
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Question 3
Identify and summarize the various ways that ICT may be used to support Early on Years Foundation Level Curriculum. Reference should be made of the many types of ICT available, not simply computers
Today children need a degree of competency more than just functional skills to use ICT as life needs them to understand and use ICT in a natural way without concern with failing. Even young children in a child minding preparing think digitally and they always take creative dangers with technology. They need to understand how to deal with these powerful kinds of technology. ICT should be included in their curriculum in a variety of forms. Children going to my Child Health care setting can use ICT and programmable toys to support their learning. It is not only learning about technology, children need to be using it to aid their development. Technology used well can excite and stimulate children. It includes teachers the opportunity to promote skills and observe improvement across all six regions of learning and development.
The use of electronic kinds of communication can provide children with a number of opportunities to learn and write. Children can be exposed to role learning whereby customers send orders through emails while others react to these emails. Children can be exposed to different gadgets that say words, letters and stories. They are able to listen to these and retell the reviews or say the words thereby increasing their dialect as well as literacy. Children also enhance their communication as they play in teams for example doing jigsaws and role using. They are able to compare styles or objects and summarize them using words like big, small, long, short as well as colours. Good.
Numeracy or mathematical principles are part of everyday life and these include counting, complementing, sorting, sequencing, making relationships, understanding number beliefs, recognising shapes and understanding quantity values. It is important for a child minder to give a positive and pleasant mathematical experience as the children's numerical development will rely upon them becoming comfortable and capable with an array of experiences. Children can be exposed to remote control toys and games to get more self-assurance. They love playthings they can control and remote-controlled or programmable toys and games will be fascinating to them. After the children have explored the distant toys and may use them confidently, they will need a host for the toys to go about. Working together to create the environment will be a challenge in itself. Once children have had a good connection with using remote-controlled toys and games they can explore programmable gadgets. Children won't need to work out how to program sequences of instructions; they simply need to work out steps to make the toy move. The programmable toy can usually move distances which are multiples of its own length, and can only just turn right perspectives or multiples thereof. The creation of a host and making the programmable toy move will demand the use of numerical ideas and solutions to solve sensible problems. Using or interacting on the computer or white table, sorting different colored designs sequencing them from small to big figures will also help. Children should get opportunities to transfer their learning from one toy to some other. Investing in digital cameras can be a good thing as they're probably one of the most powerful resources open to an early on years setting. Photographs may be used to send clear text messages to both children and their parents/carers. When child minders consistently take photographs of the children's activities sending them to parents/carers, it confirms that they value and want to enjoy learning and when recorded as time passes it also confirms that they value and want to commemorate children's improvement. Children ought to know where they may be placed, how to utilize them safely, and they should always come back them after use. Video cameras can be used to film children whilst they may be learning if this film is evaluated with the children it gives them the chance to reflect on their learning and make clear their thinking, enabling child minders to have a clearer knowledge of the child.
A simple hand-held digital microscope offers children the chance to explore things and living things in microscopic aspect. This can be used to speak about and compare different things. Children will develop a curiosity and fascination with top features of living things and you will be encouraged to describe and speak about what they see and also to look meticulously at similarities and differences. Using a computer mouse to get around requires children to activate in activities requiring hand-eye coordination and use a one-handed tool whilst having fun. Children will require the mouse to be a proper size, about half how big is a standard mouse. Using smaller mice created for use with notebook computers will fit perfectly under a child's palm. Children have to be encouraged to use community playthings, hollow blocks to build a tracks for remote-controlled or programmable gadgets, thereby raising and moving the equipment safely. In this way they'll develop and show awareness of space, of themselves and of other as well as physical development. (Guidance for the first Years Foundation Stage, DCFS (2008))
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Question 4
Identify the ways that families can become involved in ICT, including in particular the ways in which Child care configurations can promote its use.
Communication with children and their own families is essential in early child years learning. ICT has opened up new opportunities for child minders to share children's improvement with families. The use of the Internet for communication is regularly widening in homes. Progressively, families using my childcare services might be familiar with systems such as email, Skype, and cultural networking sites such as Facebook. These are the 'cultural tools' (Rogoff 2003) used to keep in touch with extended family and friends. Therefore it is important to include ICT to my communication 'toolkit' as this is yet another way of valuing the activities children bring from your home to the child care environment and vice-versa.
I imagine children's learning is fostered when communication with parents/carers is actively maintained. ICT increases the possibilities for connecting with parents. Digital technologies incorporate a selection of graphic and multimedia system functions that charm to both children and adults alike. Things like images and photographs can reduce terms barriers. They can also converse information to parents about their child that your child may not have the ability to relate. Parents could easily get excited after departing their child for the first time and while at the job they check their email and discover a photography of their child relaxed and involved with other children. It really is improbable that pictures of other children will be sent to a father or mother, for confidentiality reasons. It's fast and simple as pictures can be delivered by email or submitted on blog minutes after they are considered. Also attaching digital record linens and electronic news letters will be fascinating for parents to read in what their children spend time doing. However not absolutely all parents are computer literate it'll be a great gesture to go over with such parents and guide them on the different programs offered free in their community. Offering to talk to parents though messages will be a huge step to motivating every parent to have an email.
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BIBLIOGRAPHY
Bradshaw, J. ( 2005). The Wellbeing of Children in the united kingdom (2nd Release) London: Sage.
Rugoff, B. (2003). The Cultural Nurture of Human Development New York: Oxford University Press.
Klein, S. P. 1996). Early on Intervention: Combination cultural Experience with Mediational Approach. New York: Garland.
Kress, G. (2003) Literacy in the brand new Media Years. London: Routledge.
Scottish Government (2008) Setting it up Right for each and every child.
Practice Information for the first Years Foundation Stage, DCFS (2008)
Open study school Resource materials
www. surestart. org
www. rachelager. co. uk
http://www. becta. org. uk
www. ofsted. gov. uk/resources/framework-for-school-inspection
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