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Dorset Early Years Team

04/08/06

ICT in the Early Years

ICT in early years is more than just computers.It is clear, from looking at children's lives at home and in the community, that ICT ispresently often embedded in their everyday experiences, for example in bar codes insupermarkets, interactive television programmes, microwave ovens, vacuum cleaners,video/ DVD players and traffic lights at pedestrian crossings.This needs to be reflected in the early years environment in order for children to makesense of their world.

ICT resources are often highly motivating, inclusive and often involve language ansocial skills.

ICT is a tool rather than a subject, although there are some skills that are related to ICTequipment only.

Included are some short articles on

Good Practice GoalsICT in Role PlayResources price listUsing digital camerasCase studies in Foundation Stage 2Suggested websites


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Good Practice Goals for ICT in theFoundation Stage

• Planning for ICT should include experiences with more than one of thefollowing: computers, cameras, video, and programmable toys, taperecorders or ICT toys.

• ICT can be used in role-play and integrated across the curriculum

• The child should be in control of the equipment, not the other wayround.

• Successful ICT in the early years depends on staff interacting with thechildren, observing and planning for children to interact and shareknowledge and skills with each other.

• All the staff need to feel confident and capable of using ICT.

• ICT equipment needs to be available for all children not just used by theconfident few.

• Avoid computer programmes that are just interactive worksheets, lookfor open ended, discovery or challenge type programmes.

• Use ICT to communicate with parents, staff, children, visitors etc.

• Be creative and imaginative.

ICT and ROLE PLAY resource ideas


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Resources in role play areas:All these can be real and usable, toy versions, old and unusable or made by thechildren

Home corner-Telephones, mobile phones, clocks, radios, cameras, television and video with remotecontrols, music system, tape recorders, computer, laptop, washing machine withprogramme dials, microwave, burglar alarm box, baby monitors.Airport-Telephones, mobile phones, security cameras, walkie-talkies, conveyor belts, metaldetectors, scanners, computer, information screen, announcement system

Bank-Hole in the wall cash machine, computers, telephones, information boards, clocks,mobile phones, cash counting machines

Library-Scanners for barcodes, computers, security system, telephones, mobile phones

Outdoor area-Traffic lights and control system, pedestrian crossings with buttons, speed cameras,motorway weather warning signs, car park ticket machines and barriers, car-wash,petrol pumps, emergency telephones, walkie-talkies, mobile phones

Resource Source Approx costRemote Control Roadster www.tomy.co.uk £20My First Remote Control www.tomy.co.uk £5 - 10Remote control Block Tronics www.tomy.co.uk £30-50T1 Racer www.tomy.co.uk £20Micro Pets www.tomy.co.uk £5 - 10Micro Pets Toymaster £5 - 10Electronic pets/robots Toymaster £20-80Pixie www.swallow.co.uk £140Pixie Foundation Resources www.swallow.co.uk £40My first digital camera Hope Pre- school catalogue £100Soundtracks Hope Pre- school catalogue £6.50Scanner Till Hope Pre- school catalogue £18Scanner Till ELC £10Cash Till www.tts-group.co.uk £26.95Walkie Talkies Argos £8Walkie Talkies www.tts-group.co.uk £10.95Walkie Talkies ELC £12.50Electric guitar ELC £15Black and Decker Quatro ELC £10


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Black and Decker Drill ELC £8Steam Iron ELC £5Washing machine ELC £12.50Microwave www.tts-group.co.uk £19.99Microwave ELC £12.50Washing Machine www.tts-group.co.uk £19.99Kettle ELC £8Toaster ELC £5Coffee maker ELC £8Phone Fax and Answermachine

ELC £15

Penny Racers RC cars(small) ELC £10RC Dinosaur ELC £20RC Bug www.tts-group.co.uk £31Disco Microphone ELC £15Guitar ELC £15Sing along cassette player www.tts-group.co.uk £21.45Light-up, sing-along keyboard ELC £20CD player ELC £30RC trains ELC £25Personal stereo ELC £10Torch ELC £53 – colour lantern ELC £7Footnotes Music Education Supplies £180Funky Footprints ELC £15Microphone with voice changer ELC £10Calculator ELC £4Full jumper RC vehicle ELC £30Light and sound Camera ELC £8RC single button car www.tts-group.co.uk £19.99RC Early years car www.tts-group.co.uk £19.99Little Roadster ELC £12.50RC duck – land and water ELC £15Hand held metal detector www.tts-group.co.uk £8.99Metal Detector Formative Fun £10Sound Cubes Formative Fun £6Sony Mavika Camera www.tts-group.co.uk £270Giant traffic lights www.tts-group.co.uk £30Small Mouse REM 01458 254700 £12Bee Bot programmable toy www.tts-group.co.uk or

www.inclusive .co.ukApprox £24

Talking photo album www.logotron.com £25

We are not on a commission rate with the ELC! They just seem to have the largest range ofelectronic toys!You can register for approx 10% discount if you are buying for a school or registered pre-schoolor nursery at the ELC or Formative Fun. You need to set up an account.


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Using Digital Cameras – some ideas

Adults –• Observation and assessment – ensure dated and annotated• Photos for parent info boards• Photos of what children have done as a slide show for parents to view whendropping off/ picking up children• Displays• Labels• Instructions• Games• Matching objects etc• Photos from the environment for children to find – to encourage observation• Photos for number lines/ time lines/ golden rules/ emotions• Record dance/ drama for discussion, making into a book.

Children –• Photos of finished work• Photos of friends• Stages in a project• Photos for displays• Make postcards• Take photos of objects from a strange view – can your friends guess what it is.• Photos of things like/ dislike in room, outside, local environment etc• Print out photos and draw on changes• Photos from a walk – print out and add small people, animals etc to make a story• Photos of objects that don’t belong along the hedgerow walk etc• Create class books – could be on the computer with recorded speech• Create individual books• Record visits/ trips/ visitors – write captions, make PowerPoint presentation

ETC……

Where does ICT fit in at the Foundation Stage?

Personal, social and emotional developmentDispositions andAttitudes

Almost without exception, children usingappropriate ICT are interested, excited andmotivated. Unlike some adults, they are unafraid oftechnology and confident to try out new activitiesand because they find the work so interesting mostchildren have longer attention spans when usingICT.


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Making relationships Computers are very powerful facilitators of groupwork. Programs that present challenges stimulatechildren to discuss and to share. Creative programsthat allow children to produce a polished productraise self-esteem. Children are eager to show andtell about their achievements.

Communication, language and literacyCommunication Role play activities with ICT elements are perfect

environments for developing a wide range ofcommunication skills

Language forcommunication

Talking books on CD, on-screen Big Books, audiocassettes and interactive websites are all ways inwhich ICT can be used to present stories, musicand rhymes. Usually these will be used with ateacher or other adult in the 'driving seat' with agroup of children listening, watching andresponding

Language for thinking Role play may involve use of the telephone andother office equipment.The use of programmable toys can stimulatediscussion and cooperative problem solving.For full specifications and operating instructions forPixie and Pip robots and lots of ideas andsupplementary resources for using them in theclassroom see:http://www.swallow.co.uk

Linking sounds andletters

Word games including matching, rhyming and firstletter recognition are available on websites and aspart of CD collections. These allow children topractice skills in a very motivating environment

Reading On-screen Big Books can be used to help focuschildren's attention on print and to explore a varietyof stories. After using any ICT children can beencouraged to tell what happened.See 'Where do Hedgehogs Go?' in the Big Bookssection of the Classroom Activities on the NaacePrimary website:http://www.mape.org.uk

Writing The use of the computer for the writing of labelsand captions allows children to achieve a rewardingfinished product. Word processors can also beused for 'play' writing in role play. This work alsohelps to develop simple word processing skills andkeyboard familiarity.Clicker is a writing program which can becustomised for early writers. Find out more about itat:www.cricksoft.com/cgfl/index.htm


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Mathematical developmentNumbers as labelsand counting

Simple on-screen counters are available whichprovide a superb stimulus for talking and thinkingabout numbers. For example using the counter atthe web address below the teacher could set it tocount in steps of 1, stop the count at 6 (or 9 or 19)and ask the class - What will the next number be?What is one more?See:http://www.ambleside.schoolzone.co.uk/ambleweb/mentalmaths/bigcount.html (

Calculating Mathematical games and activities are available onwebsites and as part of CD collections. These allowchildren to practice skills in a very motivatingenvironment.

Shape, space andmeasures

The use of programmable toys encourages childrento think about space and position and make use ofappropriate vocabulary for discussing these.See 'We're Going on a Bear Hunt at:http://curriculum.becta.org.uk/docserver.php?docid=2666 (T)The use of ICT enables children to practicedifferent ways of sorting and grouping without theneed to move objects physically.See 'Sorting Game' in the Classroom Activitiessection of the Naace Primary website:http://www.mape.org.uk (A)

Knowledge and understanding of the worldExploration andInvestigation

The use of digital cameras can heighten children'sattention to visual detail. ICT presents lots ofopportunities for 'whatiffing' ... exploring and asking- What would happen if I did this?See the article 'Autumn Walk' on the NaacePrimary website (look under Curriculum Support -Science):http://www.mape.org.uk (T)Websites offer activities on the weather and theseasons:www.funwithspot.com/house.asp?locale+UK

Information andCommunicationTechnology

Role play presents opportunities to find out abouteveryday uses.

A sense of place Trails in and around the school grounds can bemade using tape recorded instructions to directchildren's attention to the world around them.

Physical DevelopmentHealth and bodilyawareness

Computer programs are available which can beused in the context of a topic on 'All About Me'.


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Using tools andmaterials

The computer keyboard and mouse are tools thatrequire practice for effective use.See the article 'What are the most efficientstrategies for It in the early years' on the NaacePrimary website (look under Curriculum Support -Early Years):http://www.mape.org.uk

Creative developmentExploring media andmaterials

Many programs allow children to create paint andprint.

Music Songs and music are available on-line and on CD.Musical keyboards are popular with young children.

Responding toexperiences, andexpressing andcommunicating ideas

Tape recorders and video or digital cameras maybe used to record children's own music, songs anddance. See 'Weather Dance' at:http://curriculum.becta.org.uk/docserver.php?docid=2666

Ask the following questions about ICT use in your setting:• Is ICT included as an integral part of curriculum planning?• Which areas of learning are most effectively supported through its use?• Does ICT improve the quality of teaching and learning?• Does ICT raise expectations of attainment?• Are there strategies for assessing what is being learned when ICT is

used?• Can ICT support individual pupils in a differentiated way?

(Adapted from MAPE)


04/08/06

ICT ideas linked to the Stepping Stones and Goals ineach of the six areas of Learning

Personal, Social and Emotional developmentStepping Stone/Goal Ideas

Y-Have a strong exploratory impulse ICT toysY-Seek out others to share experiences Showing a picture/game completed on

screenY-Show willingness to tackle problems andenjoy self chosen challenges

Using a remote control vehicle

Y-Make connections between differentparts of their life experience

Have ICT toys in role -play e.g. Microwave,washing machine, mobile phone etc

B-Show increasing independence inselecting and carrying out activities

ICT items that are familiar and exciting

B-Show increasing confidence in linking upwith others for support and guidance

Playing with ICT toys in role play, workingwith a partner on the computer

G-Persist for extended periods of time atan activity of their choosing

Problem solving activities using a robot orremote control, metal detector

G- Have an awareness of the boundariesset and behavioural expectations withinthe setting

Aware of the rules about using thecomputer, digital camera etc.

G- Initiate interactions with other people Telephone, camera, videoELG-Be confident to try new activities,initiate ideas and speak in a familiar group

Using ICT equipment to record new activity,video camera, photos etc to supportexplanations of achievements

ELG-Work as part of a group orclass……..

Taking turns with ICT equipmentindependently, listening to others views andusing equipment appropriately.

Communication, language and literacyStepping Stone/Goal Ideas

Y-Use words and/or gestures, includingbody language such as eye contact andfacial expression, to communicate

Telephone role play

Y-Listen to favourite nursery rhymes,stories and songs. Join in with repeatedrefrains, anticipating key events andimportant phrases

Talking Books, Big Books, Audiocassettes/CD player; record children

Y-Listen to others in one to one/ smallgroups when conversation interests them

Telephone, walkie-talkie

Y-Use vocabulary focussed on objects andpeople who are of particular importance to

Photographs


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themY-Respond to simple instructions Mouse click, drag; operating cassette;

pressing programmable robot keysY-Enjoy rhyming and rhythmic activities Listening and joining in with tapes, CDs,

computer programmesY-Show interest in illustrations and print inbooks and print in the environment

Talk about pictures/images on screen

Y-Draw and paint, sometimes givingmeanings to marks

Using a paint package

Y-Engage in activities requiring hand-eyeco-ordination

CD ROM activities, using a mouse, pointingto something on the screen

Y-Use one-handed tools and equipment Mouse, programmable toysB-Build up vocabulary that reflects thebreadth of their experiences

Explicit teaching/use of ICT relatedvocabulary

B-Listen to stories with increasing attentionand recall

Talking stories, stories on cassette, storyprogrammes on the computer

B-Question why things happen, and giveexplanations

Teacher modelling; children asking abouthow/why things happen on screen

B-Manipulate objects with increasingcontrol

Using the mouse, cassette, CD playerprogrammable toys

G-Initiate conversation, attend to and takeaccount of what others say, and use talk toresolve disagreements

Using a programmable robot or remotecontrol toy with another child to solve aproblem or complete a challenge

G- Hear and say initial sound in words andknow which letters represent some of thesounds

Computer programmes, cassette bingogames, use the robot to find the letters etc

G-Use writing as a means of recording andcommunicating

Using a “play” keyboard, typewriter, wordprocessor or software such as Clicker

G-Know that information can be retrievedfrom books and computers

CD ROM, cassette, websites

ELG-Use phonic knowledge to writesimple regular words………

Keyboard, word processor

ELG-Read a range of familiar andcommon words and simple sentencesindependently

Instructions for remote control or robot task,labels for the tape machine, instructions fora character on computer, talking stories etc

ELG-Explore and experiment with soundswords and text

Computer programmes, talking first word

ELG-Listen with enjoyment……make uptheir own stories, songs, rhymes andpoems

Tape recorder, video, camera

ELG-Speak clearly and audibly withconfidence……

Tape recorder, video

ELG-Interact with others, negotiating plansand activities and taking turns inconversation

Walkie-talkies, interviews with a tape andmicrophone, video camera, problem solvingwith a robot or remote control etc


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Mathematical developmentStepping Stone/Goal Ideas

Y-Enjoy joining in with number rhymes andsongs

CD’s. tapes, music centre, tape players withheadphones or microphone, kareokemachine

Y-Observe and use positional language Remote control toyY-Use size language such as ‘big’ and‘little’

Digital camera CD ROM activity

B-Recognise groups with one, two or threeobjects

CD ROM activity, painting program etc

B-Begin to talk about the shapes ofeveryday objects

Camera, photos of objects etc

G-Show an interest in shape and space byplaying with shapes or makingarrangements with objects

CD ROM activity

G- Show confidence with numbers byinitiating or requesting number activities

Robot and number squares, numberprogrammes

G- Find items from positional/directionalclues

Robot, remote control vehicle, camera,photos

G-Describe a simple journey Programmable robot /Digital camera recordof visit, tape recorder, video camera

G-Instruct a programmable toy Programmable robot /carsELG- Say and use number names in orderin familiar contexts

Phone, mobile, ordering a Chinese meal,calculator, till

ELG-Use everyday words to describeposition

Robot, camera, photos, CD ROM activity

Knowledge and understanding of the worldStepping Stone/Goal Ideas

Y-Show an interest in ICTY-Explore objects Musical keyboard, tape machineY-Show an interest in why things happenand how things work

Camera, computers, remote control toy, till,phone etc – old machines they can lookinside.

B-Describe simple features of objects andevents

Digital camera, Computer as a teachingfocus

B- talk about what is seen and what ishappening

Digital camera, computer activity, videocamera

B-Know how to operate simple equipment Cassette/CD player, light switches, switchtoys

G-Notice and comment on patterns Digital camera picture- take a picture of thesame tree once a month/ half term – look atthe changes, etc. CD ROM activity

G-Show an awareness of change Cooker/microwave/fridge/toasterG-Complete a simple program on thecomputer and/or perform simple functionson ICT apparatus


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G- Gain an awareness of the cultures andbeliefs of other people

Computer activity, Use web site as teacherresource/teaching aid; digital camera;cooking

ELG- Investigate objects and materials byusing all of their senses as appropriate

Tapes of sounds, places, photos of visits,digital photos with sound as a slide show onthe computer

ELG- Ask questions about why thingshappen and how things work

Old machines they can take apart-keyboards, radios, alarm clocks, mobilephones, telephones etc

ELG- Find out about and identify the usesof everyday technology and informationtechnology and programmable toys tosupport their learningELG-Find out about their environment, andtalk about those features they like anddislike

Camera, tape recorder.

Physical developmentStepping Stone/Goal Ideas

Y-Respond to rhythm, music and story bymeans of gesture and movement

Cassette/CD, talking book

Y-Engage in activities requiring hand-eyeco-ordination

CD ROM activities, using a mouse, pointingto something on the screen

Y-Use one-handed tools and equipment Using the mouse, cassette, programmabletoys

B-Persevere in repeating someactions/attempts when developing a newskill

ICT toys and equipment available

B-Understand that equipment and toolshave to be used safely

Teaching point, modelling, rules

G- Show understanding of how totransport and store equipment safely

ICT equipment – needs to have a clearlylabelled place in the setting

ELG- Use a range of small and largeequipment

ICT toys

Creative developmentStepping Stone/Goal Ideas

Y-Begin to differentiate colours paint packages, CD ROM activity,Y- Join in favourite songs CD’s. tapes, music centre, tape players

with headphones or microphone, kareokemachine

Y- Notice what adults do, imitating what isobserved and then doing it spontaneouslywhen the adult is not there

Everday ICT items – toy or made – e.g.telephone, microwave, remote control forthe TV, washing machine etc

B-Sing a few simple familiar songs/ sing tothemselves and make up simple songs

CD’s. tapes, music centre, tape playerswith headphones or microphone, kareoke


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machine, musical keyboardB-Use available resources to create propsto support role play

Teacher/child creating forms, tickets etc forimaginative play area using the computer

G-Choose particular colours to use for apurpose

paint activity on computer

G- Begin to build a repetoire of songs CD’s. tapes, music centre, tape playerswith headphones or microphone, kareokemachine

G-Try to capture experiences andresponses with music, dance, paint andother materials or words

Recording on cassette; using digitalcamera; paint packages

ELG – Use their imagination in art anddesign, music, dance, imaginative and roleplay and stories

Computer programmes, tapes, videocameras, cameras etc

J. Clarke ( Senior Early Years and Inclusion Consultant – Dorset)

Suggested softwareSoftware Price (may

need to +VAT)single user

ICT skills/Areas ofLearning

Company information

Little Brown Bear on theFarm

FS1FS2

£39.95 General Sherston Tel 01666 843200www.sherston.co.uk

Little Brown Bear’s Seasons FS1FS2

£39,95 General Sherston Tel 01666 843200www.sherston.co.uk

Izzy’s Island FS1FS2


Tizzy’s Busy Week FS1FS2


Young MacDonalds farm FS1FS2

£39.95 General Sherston Tel 01666 843200www.sherston.com

At the Vets FS1FS2

£29.00 CLL /Mouse skills Granada Learning Tel: 01618272927www.granada-learning.com

At the Doctors FS1FS2


At the Cafe FS1FS2


Leaps and Bounds FS1FS2

£39.00 General Granada Learning Tel: 01618272927www.granada-learning.com

Leaps and Bounds 2 FS1FS2


Leaps and Bounds 3 FS1FS2


Musical Leaps and Bounds FS1FS2



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Clicker 4 FS2 £40 - £90 Literacy/General Crick software – REM – [email protected]

Fetch the Vet FS1FS2

£29.00 General ICT skills Granada Learning Tel: 01618272927www.granada-learning.com

Smart Alex FS1FS2

£39.00 CLL Granada Learning Tel: 01618272927www.granada-learning.com

Switch on Zoo FS1 £29.00 Mouse skills/CLL Granada Learning Tel: 01618272927www.granada-learning.com

Touch Fun fair FS1 £29.00 Mouse skills/CLL Granada Learning Tel: 01618272927www.granada-learning.com

Touch Games 1 FS1 £29.00 Mouse skills/CLL Granada Learning Tel: 01618272927www.granada-learning.com

Touch Games 2 FS1 £29.00 Mouse skills/CLL Granada Learning Tel: 01618272927www.granada-learning.com

Touch It gardens FS1 £29 Mouse skills/CLL Granada Learning Tel: 01618272927www.granada-learning.com

Maze On (only on floppydisc)

FS1 £29 Mouseskills/Directions/CLL

Granada Learning Tel: 01618272927www.granada-learning.com

Touch It Transport and RoadSafety

FS1 £29 Mouseskills/Directions/CLL

Granada Learning Tel: 01618272927www.granada-learning.com

2Simple Music Toolkit FS1FS2

£39.00 General/ Creative 2Simple Tel: 020 82031781www.2simple.com

2Simple Infant Toolkitversion2

FS1FS2

£75.00 General 2Simple Tel: 020 82031781www.2simple.com

2Simple Modelling Kit FS1FS2/KS1

£39 Mouse skills/Creative

2Simple Tel: 020 82031781www.2simple.com

2Draw FS2/KS1

£29 Creative/mouseskills/CLL


2Create a story FS2/KS1

£39 CLL/Creative/mouse skills


2Simple city FS1FS2

£39 General 2Simple Tel: 020 82031781www.2simple.com

2animate FS2/KS1

£29 Creative/mouseskills


2create FS2/KS1

£49 Creative/mouseskills


2investigate FS2/KS1

£29 Science/ maths 2Simple Tel: 020 82031781www.2simple.com

Talking stories FS2 £20 CLL 2Simple Tel: 020 82031781www.2simple.com


04/08/06

Case Studies in Foundation Stage 2

BEE BOT at St Marks School in Swanage

We have been using the Beebot programmable toy in our Foundation Stage classroomat St Mark’s First School in Swanage.

The children loved playing with this very robust toy. A great number of skillsdeveloped when children worked as a group to programme the Beebot to move.Children’s thinking was revealed when they worked out by trial and error how to get thebee to move in a desired direction. Many negotiation and listening skills were neededalso as children worked as a team to move the robot.

The Beebot is very versatile and can be used in many ways to enhance an activeprogramme of learning in the early years. We used the Beebot in a number of ways to add to different strands in the FoundationStage curriculum.

This photograph shows how the Beebot has added to a literacy activity. Children havebeen enjoying listening to the Hungry Caterpillar. A trail for the Beebot withcorresponding fruit and days of the week linked into the story was been set up involvingthe group sequencing the days of the week and counting sets of fruit. A great deal oflanguage was used at this task to instruct, question and explain to each other theBeebot moving through the week.


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Number squares were put together in a grid in this activity to develop numeracy.Children then took it in turns to move the Beebot to a required number. The crosscurricula links at an activity like this are evident. Vital speaking and listening skills arekey at a task like this. The activity could be extended and children could make the beeland on a numeral total after calculating two sets of numbers.

We also used the Beebot to enhance Knowledge and Understanding of the world.Pictures of local places(in this case Swanage) were put in a grid. Children could askeach other to make the bee move and visit different locations. Children really looked atthe places involved in this game. The local places could be moved and directionsprogrammed to the bee more complex as the children became more familiar withBeebot.

These activities only touch on the scope of use the Beebot could be used in the earlyyear’s classroom. At around £25 per robot it is excellent value for money and learning.The children loved any activity involving the Beebot.I for one will be pleading the case for a Beebot budget to the ICT co-ordinator.


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Using ICT at Piddle Valley School

A and M are writing a recipe to use in the outdoor kitchen area.A pretended to plug a socket into the wall.

J added oats first, water second andthen thirdly he mixed, forth usedmicrowave to cook porridge.Extension activity from maths ordinalnumbers session.

M making bird cake to care for ourlocal birds after discussing theenvironment and animals.


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R using the microwave when mixingin a mathematical focus sessionabout capacity.

H was fascinated by the light,buttons and beeps. He playedwith this throughout an exploretime. Other boys joined in withthe exploring of this toy duringthe session.

Child initiated play with the microwaveand till. H said ‘I’ll sell this cake for 10’J handed him some coins.They played this game for 15 minutes.


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Ideas for the microwave toy –

• In role play – bears cave, goldilocks house, hospital, café , shop, on the moon,in a tent!! Indoors and outdoors.

• To support PSHE – sharing, caring, making something for another.• To support Communication, Language and Literacy – menu, recipe making,

nursery rhymes, instructions, speaking and listening,labelling, price list,packaging etc

• To support Maths – shape, space, number, capacity, ordinal numbers, usingplay dough, time, labelling, price lists, counting, money etc

• To support Knowledge and Understanding of the World – changing material,ICT, model making, healthy eating, use alongside a real microwave,

• To support Physical - fine motor skills involved in using the toy, making the foodto go in etc.

Useful websites for ICT

www.kented.org.uk/ngfl/earlyictwww.mape.org.ukwww.itscotland.org.ukwww.hitchams.suffolk.school.ukwww.shambles.netwww.semerc.com/inclusion information on inclusive use of technologywww.qca.org.uk guidance materialswww.supporting-ict.co.ukwww.teachers.tv

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