FACULTY OF EDUCATION AND LANGUAGES

HBEC3903

TECHNOLOGY AND ICT IN EARLY CHILDHOOD EDUCATION

INCORPORATING TECHNOLOGY AND ICT IN

EARLY CHILDHOOD EDUCATION

WAN BADARIAH BINTI WAN ABDULLAH

MATRIC NUMBER: 640201115118001

I.C. NUMBER: 640201-11-5118

MOBILE: 012-9282707

wannuruain@yahoo.com

TUTOR: KHAZALI BIN IDRIS

KUANTAN LEARNING CENTER

SEPTEMBER 2013 SEMESTER

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BODY CONTENT

1.0 INTRODUCTION

2.0 PROJECT WITH PRESCHOOL CHILDREN

2.1 Topic: Early Mathematics - Understanding Number Concept and

Counting 1 to 5.

2.2 Strategy in the Teaching and Learning:

3.0 SELECTION OF TOOLS AND SOFTWARE-The Reasons

4.0 CONCLUSION

5.0 REFERENCE

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1.0 INTRODUCTION

There is a growing recognition of the many different ways that ICT can contribute to, or

transform, the activities, roles, and relationships experienced by children and adults in early

childhood education settings. ICT can be defined as “anything which allows us to get

information, to communicate with each other, or to have an effect on the environment using

electronic or digital equipment”. In early childhood education (ECE), technology is a tool that

can provide another way for children to learn and make sense of their world (Morrison. S,

George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall p 371) The

tools could include computer hardware and software, digital cameras and video cameras, the

Internet, telecommunication tools, programmable toys, and many other devices and resources.

There is literature which indicates the importance of practitioners and other adults in

early childhood education settings having guidance and opportunities to become capable,

competent, and informed about the educational role and potential of ICT, and support to use ICT.

The literature suggests at least three reasons why ICT matters in early childhood education. First,

ICT already has an effect on the people and environments that surround young children’s

learning. Second, these technologies offer new opportunities to strengthen many aspects of early

childhood education practice. Third, there is support and interest across the whole education

sector for the development and integration of ICT into education policy, curriculum, and

practice. However, the introduction and use of ICT in early childhood education should be

grounded in a clear understanding of the purposes, practices, and social context of early

childhood education. The use of technology tools and interactive media must be able to help

children develops the healthy physical, cognitive, emotional, spiritual and linguistic development

which are referred to five development domains. In accordance to Kurikulum Standard

Prasekolah Kebangsaan, the five domains are known as JERIS ; J for Physical (Jasmani), E for

Emotion (Emosi), R for Spiritual (Kerohanian), I for Intellectual or Cognitive , and S for Social (

Sosial) (Kurikulum Standard Prasekolah Kebangsaan, 2010 )

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2.0 PROJECT WITH PRESCHOOL CHILDREN

2.1 TOPIC Early Mathematics - Understanding Number Concept

and Counting 1 to 5.

AGE of CHILDREN 4 years old

2.2 TECHNOLOGY TOOLS 1. Laptop or Personal Computer

2. Projector

3. Smart Board

2.3 TECHNOLOGY SOFTWARE 1. Office Power Point

2. Microsoft Word

3. Window Media Player

4. Real Video Player

2.4 STRATEGY 1. Video demonstration

2. Power Point Slide Presentation using Smart

Board

3. Hands on exploration

4. Matching numbers to correct number of object

on the Smart Board

5. Interactive activity using software on the

Smart Board

6. Singing

7. Tracing number 1 to 5 on worksheets

2.5 EXTENDED AREA OF

DEVELOPMENT

1. Intellect: Able to count parts of the body and

able to draw them in the correct amount.

2. Creativity: Able to draw additional correct

number of objects in the colored paper

matching to the numeral

3. Taking photos of numerical in their

environment using digital camera or smart

phone. Making a Scrap Book of Numbers.

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2.1 Topic: Early Mathematics - Understanding Number Concept and Counting 1 to 5.

(Please refer to Power Point File named Math 4 year to open)

2.2 Strategy in the Teaching and Learning:

1. Teacher explains the topic of the project to the children.

2. Teacher sings song as in slide number 8 to children. While singing teacher shows number

cards of 1 to 5 accordingly. Teacher shows the slide to children on the Smart Board.

Children sing together by looking at the lyrics that appears on the Smart Board.

Teacher uses laptop, projector and Smart Board.

3. Teacher shows slide 2 to slide 8 on the Board. Children look at the slides and repeat after

the sounds for each number. Children count together loudly.

4. Teacher allows children to touch the Smart Board and perform interactive activity;

playing with the number and amount of objects. Children match the number with correct

number of object which is the duck.

5. Children enjoy exploring the touch screen of the Smart Board, interactively playing with

the number and duck image.

6. Children able to trace and write the number as shown in the slide 8. Children enjoys

writing on the screen and they can try writing and tracing number as many times as they

like without afraid doing any mistakes.

7. Next, children’s understanding is strengthened through Hands-on-activity. Teacher

allows children to pick ping pong balls and egg tray. When Teacher show a number card,

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children pick the correct number of ping pong balls match to the number card and arrange

in the egg tray. Then children count the balls and checked weather it is correct with the

number card.

8. Children repeat this until they are able to count well.

9. The next step is that children is given a worksheet and they are asked to trace the number

of 1 to 5. As in slide12.

10. At the end of the session, teacher shows again the video on number on the Smart Board

screen and children then sing the song I can count to five along with friends.

11. On the next day, teacher asks children to search for numbers 1 2 3 4 5 which they can

find in the surroundings. Children take picture of the number using smart phone or digital

camera. Teacher print out the photos.

12. Next, children paste the photos on a scrap paper. Teacher asks children to draw the

correct amount of balls next to the number and color the balls. They can add other objects

in their drawing such as draw stars, books, flower etc.

13. Teacher compiles their work and make a Scrap Book of Numbers. This Scrap book is the

documentation of their learning and understanding of the Project.

14. Teacher use discrete learning approach to break down individual skills into small discrete

tasks and guide students’ learning through promotion and reinforcement (TeachTown,

2011). Teacher show slides introducing number one by one, then children repeat after the

sound each time. Then children do activity on the smart board such sequencing the

number, matching number to correct amount of object, tracing the number on the screen

of smart board, and so on.

15. Reinforcement is also done on printable worksheet, where children use pencil and pencil

colors to trace and write numbers. The counting exercise using real object such as the ping

pong balls is example of real objects hands on activity.

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3.0 SELECTION OF TOOLS AND SOFTWARE-The Reasons

Children lives are surrounded by technology nowadays. However the use of technology tools

in early learning must be chosen carefully and follow the guide as stated in NAEYC Position

Statement on Technology and Young Children (National Association for the Education of Young

Children & The Fred Rogers Center for Early Learning and Children’s Media. (2012).

Technology and Interactive Media as Tools in Early Childhood Programs):

1. The use of technology tools and interactive media should not harm the children.

2. Developmentally appropriate practices must guide decisions in the selection of the

technology tools and interactive media; a professional judgment by the teacher to

determine if a specific use of technology is age appropriate, individually appropriate

and culturally appropriate.

3. Appropriate use of technology tools and media depends on the age, developmental

level, needs, interest, linguistic background and abilities of each child

4. Effective uses of technology and media are active, hands-on, engaging and

empowering; give the child control; provide adaptive scaffolds to ease accomplishment

of tasks; and are used as one of many options to support children’s learning.

5. When use appropriately, uses of technology and media can enhance children’s

cognitive and social abilities.

6. Interactions with technology and media should be playful and support creativity,

exploration, pretend play, active play and outdoor activity.

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Based on the above statements, these technology and software tools were selected in the

project above.

3.1 Technology tools used:

Laptop

Projector,

Smart Board

Digital Camera or Smart Phone Camera

3.2 Software selected are:

Microsoft Power Point

Internet-You tube

Window Media Player

Educational Program- Starfalls

According to Jean Piaget, a psychologist and researcher in child development, his

constructivism theory states that children learn through active involvement. From direct

experiences with the physical world, children develop intelligence. Piaget also states that

children of 4 years old are in the Pre-Operational Stage of Cognitive Development (Morrison. S,

George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall. Chapter 5 p

117-119). Children of 4 years old are very active and loves to explore things using their hands

and their five senses.

1. The selection of laptop is appropriate to this age. Children will imitate the adults by

pressing the keyboard and they enjoy to explore because different images appear on the

screen every time a key is pressed. The laptop is used to download the education program

from the You Tube such as the song titled “I can Count to Five” and the video

demonstrating counting number 1 to 5.

2. The software used to prepare the lesson is Microsoft Power Point, Window Media Player

and You Tube Downloader. The selection of video and material from You Tube must be

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appropriate to the child’s age and is eye capturing to the child. The animation selected in

the power point presentation involves many movements and colorful so that children

gives attention and looking at the video with full interest. The sounds telling the

instructions and numbers must be clear and according to the movement so that children

can relate between sound and image.

3. The Power Point Presentation is projected using a projector to the Smart Board touch

screen. The touch screen is situated at children’s eye level and children’s height to ease

the learning and interactive activity on the board. Children find it amazing to see such a

big white screen in front of them and able to move the image of number with their finger

to match with the correct amount of object. It is very interesting to them; they can move

here and there and do not feel bored. Every children were excited to touch the screen and

took part in solving the problems set by the teacher. The active learning and hands on

experience took place.

Example of a touch

Screen smart board.

4. The advantage of the Smart Board touch screen is that more than one children can take

part in doing the matching and tracing numeral at one particular time. This will allow

each child to spend more time learning using the Smart Board interactively. When

children interactively participated in the activity on the Smart Board, the Scaffolding also

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occurred. Children could learned from their friends and they can help each other in

problem solving activity. Children learn within their Zone of Proximal Development

which means the area beyond the child’s current knowledge. The zone of proximal

development has been defined as “the distance between the actual developmental level as

determined by independent problem solving and the level of potential development as

determined through problem solving under adult guidance, or in collaboration with more

capable peers” (Vygotsky, 1978, p 86).

5. The Smart Board and Lap Top are chosen because these tools are child centered and

appropriate to children ability and development. The power point slides and educational

video selected were suitable to the cognitive development of 4 year old children.

6. Children used digital camera to take photos of numeral in their surroundings such as from

the clock on the wall, from their activity book, from the teacher’s car plat number and

elsewhere. This is to evaluate how much children understand and recognized number

that they have learned earlier. Children enjoy using the smart phone camera and took

photo of other things which interest them. Teacher download the pictures to the laptop

and print out the pictures. Digital camera of a smart phone is readily familiar to children

nowadays because they see the smart phone of their parent’s every day. They are even

allowed to play digital games in the phones.

7. Next children paste the photo of number on a piece of colored paper. Children drew the

correct amount of object match to the number for example, if the number is 2, then

children drew two balls, two stars or two books. Children drew objects for all numbers.

8. When they have paste all the numbers 1 to 5, children are asked to arrange the paper

following from 1 to 5 in a correct sequence. Teacher helped children bind the paper

producing a scrap book of numbers.

9. The extended area of development from using technology is Children’s creativity is

enhanced and stimulated by taking pictures and making scrap book on numbers.

10. In the activity counting body parts, children also learn and explore their body parts,

example acknowledging that people has two eyes, two ears two hand and so on. They

learn to appreciate what they have and be thankful.

To summarize, the integration of technology is a real benefit to support young children’s

learning and development. Computers and other forms of technology have the capacity to

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support young children to develop mathematical thinking. Clements (2002) reviews research on

young children’s mathematical learning in conjunction with various forms of computer-mediated

practice including the use of drill-and-practice mathematical software, and the exploration of

shapes, patterns, and numerical relationships using general-purpose graphics programs, or

specialized “computer manipulative” programs in which children are able to perform specific

mathematical transformations on objects on screen. Clements concludes there is evidence that

computers can assist even very young children to develop mathematical ideas, provided teachers

are able to choose and use these tools in a way that scaffolds and extends young children’s

thinking, in particular, their higher-order thinking. This can only be accomplish by selecting the

developmentally appropriate tools and software and with good guidance and close supervision

from teacher. Without good guidance, example and support, the use of technology might be not

appropriate to the child learning and development.

4.0 CONCLUSION

Effective technology integration within a classroom of young learners can encourage

engagement, active learning, creativity and social interaction. The choice of technology should

be based on how well the tools serve classroom and teaching needs and developmentally

appropriate. Technological tools can support the learning and play-oriented early childhood

curriculum. Besides the choice of technology, teachers must also ensure opportunities for all

children to participate where they actively engage in significant ways with these tools.

Developmental appropriateness forms a guiding principle in much of the literature on ICT in

early childhood education. Two widely-cited sets of guidelines strongly emphasize

developmental appropriateness: the DATEC (developmentally appropriate technology in early

childhood) project in the UK (Siraj-Blatchford & Siraj-Blatchford, 2002; Siraj-Blatchford &

Whitebread, 2003); and the American National Association for the Education of Young

Children’s position statement on the use of technology with children aged 3 to 8 (NAEYC,

1996).

Luke (Luke, 1999, p. 97) suggests that children’s early experiences with ICT and other

media will impact on their development, and their experiences of childhood. Therefore, some of

our ideas about development and what is developmentally appropriate for children will need to

shift accordingly. To illustrate with one example: in the past, using a mouse to control a

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computer might have been considered incompatible with young children’s developmental

abilities. However, children who have experienced using a computer at home might develop skill

and expertise in controlling and manipulating the mouse at a younger age than children who have

not. “Ecological” studies of young children’s experiences with ICT in early childhood education

signal the need to view children’s development within a complex interplay of individual,

biological, social, economic, and cultural factors, including attention to children’s experiences in

their home and family lives.

(2572 words)

5.0 REFERENCE

1. Fleer, M., & Jane, B. (2011). Design and technology for children. Australia: Pearson.

Chapter 6, pp 127-131

2. Hayes, M., & Whitebread, D. (2006). ICT in the early years. New York: Open University

Press. Chapter 6, pp 86-105

3. Morrison. S, George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-

Hall. Chapter 5 p 117-119).

4. Serving Children from Birth through Age 8. Retrieved from http://www.naeyc.org/

files/naeyc/file/ positions/PS_ technology_WEB2.pdf pp 5-7.

5. Technology and Young Children Interest Forum Members. (2008).Meaningful

Technology Integration in Early Learning Environments. Retrieved from

http://www.naeyc.org/files/yc/file/

200809/OnOurMinds.pdf , p 3.

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