By Helen Cotton
To be an explorer. To be curious. To be recognised.
It’s been five years since the Early Years Foundation Stage (EYFS) framework last included ‘Technology’ within the Early Learning Goals (ELGs). This gap raises an important question: how have we been preparing our youngest children for a life filled with digital technology since then?
When asked about including computing or technology within the Early Years setting, responses are often mixed. For some, the question is inextricably linked to ‘screen time’ and the various implications this might have for the child, the setting, and the parent/carer – ‘they have enough screens without them being given more screen time at school’; ‘they need to be playing, not watching’; or, ‘children need to be learning to socialise, not sitting with a tablet in silence’. The arguments are credible, and many would agree with them. However, teaching about technology and letting children explore computers, including programmable toys, very often does not involve a screen.
When you look at resources like the Early Years activities from Barefoot Computing, you’ll find none of them require a computer. The activities are all unplugged and are designed to develop computational thinking (in essence, problem-solving skills) which in turn, correlates strongly with the Characteristics of Effective Learning (CoEL). It’s all about the playing, the exploring, developing their curiosity and allowing them to problem solve.
However, our curiosity is also developed with technology. We must not view computers and digital devices as simply tools to keep children occupied. When used effectively, digital technology and problem-solving go hand-in-hand, providing hugely positive learning experiences. We can see this when children create digital art and music compositions. They are naturally prompted to collaborate and discuss their activities which creates opportunities to build their social skills and understanding.
Recently, I’ve been fortunate to attend the Computing At School (CAS) conference and just this week, the BRILLIANT Festival. Both events recharged thinking and love of the Early Years and learning. The events, and the amazing speakers, reminded me that so many fellow educators’ goals are aligned with what works for the children – building a system where all children can shine, be recognised and celebrated in areas they want to explore, and have time to be more curious and creative.
A recurring theme I couldn’t help but notice was the observation that ‘it’s possible in the Early Years’; so why can’t we have more of that problem-solving and play-based learning in the older year groups? Because in the Early Years, we excel at providing problem solving opportunities, and environments built around play, curiosity and creativity.
Computational thinking shines out as the clear winner when it comes to introducing EYFS children to technology and computing, and there are some really exciting projects and practical strategies emerging that bridge this gap between technology and play.
Join me for the upcoming and remote ‘Computing in the EYFS’ workshop where we will unpack the thinking and the evidence. As a bonus, all attendees will receive the Sheffield Foundation Stage Computing Toolkit for free (see Computing & Digital Innovation Centre | Resources | Learn Sheffield for a sample).
What could computing look like in EYFS? Join us for a remote workshop. Bonus: receive the Sheffield Foundation Stage Computing Toolkit for free (Sample here: https://learnsheffield.co.uk/Projects/Computing-Digital-Innovation-Centre/Resources)
Remote: Via Teams
Date: Monday 17th November
Time: 4pm – 5:30pm
Cost: £45 per person – your school or organisation will be invoiced once you have attended the course.
Book here