During my EYFS placement, I have observed ICT being used in several areas of continuous provision. Firstly, the children have access to a shared computer that is set up with educational programs, ready to use. It is always a busy area during free play with a small crowd gathered round to get involved as can be seen in the first picture. The pupil playing the game used the keys to control a bouncing ball around a course while the other pupils watched and offered advice. The game develops the user's fine motor skills and the group's problem solving and team work skills. However, while this teaches important lessons about sharing, it would be more useful if there were more computers to meet the needs and obvious interest of the children.
Secondly, the children have supervised access to the interactive whiteboard. The children lined up to answer a question each using a phonics program, identifying whether a word was real or not.
Interestingly, the vast majority of pupils that play with the ICT facilities are boys (which can be seen in the pictures too). While a few girls have shown some interest, joining the group watching the computer user, I have yet to see a girl actually use it herself. This could reflect the children's interests at home following direct or indirect encouragement from siblings and parents, or suggest that girls are more interested in other areas. Whatever the reason, it perhaps shows the importance of avoiding enforcing gender roles and stereotypes onto children, particularly at such a young age. If young girls only see groups of boys around the computer throughout the day, it might send the message that it is a "boys activity". Therefore, to avoid this, I believe extra effort and provision should be made to encourage girls to use the ICT facilities more.
Interestingly, the vast majority of pupils that play with the ICT facilities are boys (which can be seen in the pictures too). While a few girls have shown some interest, joining the group watching the computer user, I have yet to see a girl actually use it herself. This could reflect the children's interests at home following direct or indirect encouragement from siblings and parents, or suggest that girls are more interested in other areas. Whatever the reason, it perhaps shows the importance of avoiding enforcing gender roles and stereotypes onto children, particularly at such a young age. If young girls only see groups of boys around the computer throughout the day, it might send the message that it is a "boys activity". Therefore, to avoid this, I believe extra effort and provision should be made to encourage girls to use the ICT facilities more.