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Improving the use of ICT in the Foundation Stage

Improving the use of ICT in Foundation Stage: Process

Go to the case studies.

The project was launched in London with the 20 participating LAs (Local Authorities), on Thursday 19th January 2006. Each LA put together a draft project action plan prior to the January launch and shared their evolving plans with other LA participants as part of the launch day. Each local authority that successfully met the project criteria was assigned a Foundation Stage Regional Adviser or an External Foundation Stage Consultant to support them in developing the project within their LA.

The timescale for the project was extremely short (Spring Term 2006) but LAs rose to the challenge and either selected settings to be involved or invited settings to bid to join the project. Many LAs included private, voluntary and independent providers within the project, which sent strong messages to the early years’ sector about the value and importance of the inclusion of all providers within the early years. The project enabled a building of strong early years ICT networks across a range of providers to be established.

Most LAs launched the project locally via a training event, and proceeded to support settings in developing the project. The project enabled many LAs to extend their work on developing observational assessment practices within their early years settings, and for many to build on existing local ICT initiatives. Each LA was required to provide a written report by April/May and produce some example case study material to share on the Standards Web-site. Though the timescale was short, the LAs produced some amazing examples of developing observational assessment practices to be more widely shared across the country. The case studies only illustrate the beginning of work for many LAs, as their projects continue on into the summer and autumn terms, with many planning an expansion of the project to include county/borough wide involvement and dissemination.

For the LA case work, a framework or set of questions to guide their reflective practice was provided – this was only provided as a guide and many LAs chose to present the overview to their case studies in this format.

Rationale: (LA context - Schools/settings – Practicalities)

• How did you set-up the enquiry? 
• What were your questions? E.g. How can we capture children’s voices? How can we capture the voice of the parents? How can we include web-cam clips in the e-profile? How can we document through photos the process of learning?  

Process: (Journey / story)   

• What did you do e.g. training, professional development, ICT equipment?
• Record your reflections - what were your emerging questions?
• What are the ‘ahh buts!’ and how did you overcome them?   

Practices: (Examples of emerging practices)   

• What practices emerged around the use of ICT – e.g. observational practices; documentation practices; FS profiling developments?
• Qualitative Evidence:
  
      • What was the impact on practitioners?
      • What was the impact on children’s learning, including those with EAL and SEN?
      • What was the impact on parents?
  
  Quantitative Data:
  
      1. ECERS ICT scale (if appropriate)
      2. Practitioners’ Confidence Report (or LA’s own questionnaire)   

Possibilities: (Where next?)   

• What are the possibilities for further exploration of practice?
• How will you extend / disseminate your developing practice?