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Home > Primary National Strategy > Case Studies > Foundation Stage
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'Using ICT in EYs Project', part of the DfES (Department for Education and Skills) Schools Primary ICT programme was launched in January 2006 to support the raising of children’s achievements in ICT capability within the early years. Improving the use of ICT in the Foundation Stage: Barnet
Barnet’s project used ICT to involve children in their own assessments. The ICT pilot provided a valuable opportunity for looking closely at how ICT could support this process. Barnet used digital still cameras and the digital moviemaker to take still and moving images, Big Macks and software including PowerPoint and Clicker. The written case studies represent a reception and a nursery school and the video clip includes a special school.
Improving the use of ICT in Foundation Stage: Bath & NE Somerset
Improving the use of ICT in Foundation Stage: Lewisham
Lewisham’s project trialled ICT equipment practitioners created electronic records to evidence the Foundation Stage Profile. ICT equipment used included digital cameras with video facility, pocket PCs, laptops, printers, copiers and scanners. A range of settings were involved including primary schools, a nursery school, a Children’s Centre and a SEN playgroup. The case studies give examples of practitioners’ self-evaluation reports which were based on a practitioner audit, and an example of a learning project as it unfolded in one pre-school setting.
Improving the use of ICT in Foundation Stage: NE Lincs
N.E. Lincolnshire’s ICT project investigated the use of Virtual Learning Environments (VLE) in order to create an interactive web site for parents that document each child’s learning journey. The project involved a wide range of settings including childminders, day nurseries, pre-schools, nursery and reception classes. Equipment used included PowerPoint, digital cameras, camcorders, slide shows and video presentations. The case study overview outlines the development of the project.
Improving the use of ICT in Foundation Stage: Northamptonshire
Northamptonshire’s ICT project focused on documenting children’s learning. Practitioners videoed children in the normal environment of the setting and then shared the footage with the children and centred discussion on what they had learnt. Laptops and digital cameras were supplied. The PowerPoint case studies provide documentary examples of children’s learning and reflect a range of settings including a day nursery, a reception class and a childminders.
Improving the use of ICT in Foundation Stage: Nottinghamshire
Nottinghamshire’s ICT project aimed to document children’s learning and to create E-Portfolios through using digital video cameras. A range of settings were involved representing the maintained, independent and private sectors. The case studies outline how the project developed in two reception classes and a nursery centre. They are illustrated by video clips and a still photo album.
Improving the use of ICT in Foundation Stage: Oxfordshire
Oxfordshire’s project used ICT to capture children’s learning in order to plan the next steps for children, and to record this learning in a format that could be shared with practitioners, parents and other professionals. Video conferencing was used, along with digital moviemaker cameras and laptops. The written case studies, illustrated by some video clips, take place in a nursery school and a reception class.
Improving the use of ICT in Foundation Stage: Redcar and Cleveland
Redcar and Cleveland’s ICT project looks at developing and creating children’s learning profiles using ICT. Six schools and three non-maintained settings were involved in the project. The range of digital recording equipment included cameras, digital pens, voice recorders, microphones and printers/scanners/copiers with card readers. The PowerPoint e-portfolios developed provided an interactive form of communication between child and parent. The case studies illustrate a range of examples of E-Portfolios created and how they were used in practice within EYs settings.
Improving the use of ICT in Foundation Stage: Sandwell
Sandwell’s ICT project aimed to develop the use of ICT to support speaking and listening through creating an audio rich environment. The settings were provided with tape recorders, web-cams, microphones, answer phones, talking tins, talking labels, talking cards, talking photo albums and software that included ‘2Create a story’ and ‘Simple City’. The written case studies are based on experiences in a day nursery, a foundation stage unit and a reception class.
Improving the use of ICT in Foundation Stage: Sefton
Sefton’s ICT project focused on using ICT to document children’s learning stories referred to as children’s ‘magical moments’. It involved practitioners and parents as partners in the learning process and enabled children to reflect, respond and evaluate their own learning. ICT was used to both observe and document learning and to support the Foundation Stage profile. Settings were provided with digital cameras and digital moviemakers. Three case studies are provided illustrating children’s learning stories in a nursery/reception class, a Start Right group and a childminders.
Improving the use of ICT in Foundation Stage: Sunderland
Sunderland used ICT to extend the process of documenting children’s learning through involving and supporting children in large-scale creative projects. Settings were provided with digital cameras, camcorders, scanners and voice recorders. The case studies are of nursery provision taken from the perspective of the advisory support worker.
Improving the use of ICT in Foundation Stage: Westminster
Westminster’s ICT project aimed to develop e-portfolios that captured children’s learning and provided encouragement in sharing children’s learning with families via the internet. Digital cameras, video cameras, digital voice recorders and scanners were provided to the settings. The case study overview outlines how the project developed, which is illustrated by diary entries that reflect practitioners’ thoughts and concerns as the project unfolded.
Improving the use of ICT in Foundation Stage: Wolverhampton
Wolverhampton’s ICT project supported parents in recording and documenting the process of their children’s learning journeys using hand held PCs - Personal Digital Assistants. The project is based around five families and the case study give one example of a PowerPoint presentation and reflections of how this was achieved.
Improving the use of ICT in Foundation Stage: Brent
In Brent’s project ICT was used to involve children in documenting their learning. There was a particular aim to accelerate achievement amongst Black African and Caribbean boys in their communication and use of language through using ICT in the outdoor environment. Brent used video cameras, PDA’s with Foundation stage tracker software and an outdoor ICT resource box that included a karaoke machine, metal detectors, remote control car, walkie talkies, channel headsets, headlamp torches, cassette recorder, voice changer, voice recorder, sound buttons and a talking book. The case studies take place in nursery and reception classes with accompanying video clips.
Improving the use of ICT in Foundation Stage: Calderdale
The focus of Calderdale’s project was to use ICT to develop observational assessment practices, to document children’s learning and to use ICT to support the Foundation Stage profile. High quality digital cameras were used for this process. The case study outlines the project undertaken across two maintained and two private and voluntary settings.
Improving the use of ICT in Foundation Stage: Cornwall
In Cornwall’s project ICT was used to give opportunities to children to engage positively in imaginative learning that they would then be able to document independently and communicate to others. The practitioner in the case study school particularly wanted to celebrate children’s successes. Digital cameras, printing stations and Talking Photo Albums were used. The case study takes place in a small village school in a reception and Key Stage 1 class.
Improving the use of ICT in Foundation Stage: Durham
Durham’s ICT project built on the work in progress in a local nursery school in documenting and recording children’s learning. A wide range of EYs settings were involved in using high quality digital cameras to observe and document children’s learning. The case studies represent a neighbourhood nursery provision and a community nursery school.
Improving the use of ICT in Foundation Stage: Ealing
To use ICT to capture children’s voices – in order to develop ‘listening stories’: - 14 Schools and a Children’s Centre - ICT – Digital Camera - Documentation includes – written documents by practitioners at the initial stages of the project
Improving the use of ICT in Foundation Stage: East Sussex
East Sussex’s ICT project focused on developing a personalised electronic portfolio to support learning partnerships between practitioners, parents and children. The aim was to foster these partnerships particularly in supporting transition between settings. Through sharing and reflecting on their ‘Learning stories’ children were helped to develop communication and ‘language for thinking’ skills and to become actively involved in sharing their learning. The settings were provided with digital video cameras, external hard drives, editing software and tripods. The case studies include video clips which illustrate the case study overview. Case studies 8 and 9 illustrate two children’s electronic portfolios.
Improving the use of ICT in Foundation Stage: Halton
In Halton’s ICT project the aim was to create transition passports for children from pre-schools to reception. The information was used to evidence an E-portfolio for FSP. Equipment used included digital camera, laptop and PowerPoint. The case studies show how the project was developed in a range of pre-school and school settings, and include several examples of children’s learning stories that acted as transition passports between the settings.
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Barnet: Overview (PDF 74Kb)
Northamptonshire: Presentation 1 - Nursery (PowerPoint PPT 686Kb)