Classroom Strategies for Communicating

The aim of using word processing in the Early Years is to:

• emphasise that print is meaningful
• communicate simple ideas and phrases
• develop pupils' phonic awareness and the concept that letters have names and sounds
• develop children's co-ordination and fine motor skills

Examples of using a word processing package:

• to write or copy their names
• to recognise letters
• to use a concept keyboard to write short phrases or answer questions simply
• to sequence a jumbled up sentence
• to word build
• to match words to ready prepared pictures
• to make classroom labels, signs etc.
• to reinforce rhyming words
• to produce simple class books
• to use software which promotes specific literacy skills
• to introduce screen based grids
• to introduce simple keyboard skills

Word processing can be introduced in many ways to young children, the use of suitable and appropriate software will encourage pupils to experiment with their writing.

Teachers should see this as an ideal opportunity to develop skills which can be used to support all curriculum areas for children in the Early Years. The teacher needs to have clear aims for a task and what the desirable outcomes will be.

When the task is planned, pupils need to be given a demonstration and taught how to use the equipment properly. Children need to be supervised carefully, especially in the early stages, and to work in pairs or individually depending on the purpose of the task. The teacher needs to be aware of personalities when setting pupils to work together; it is often a good idea to place a more able pupil to support another although friendship groups also work well. Paired and group work will also provide opportunity for language development and improve social skills.

It is essential that the teacher makes it clear to the children what is expected and the task is demonstrated before they begin. Tasks will need to be differentiated depending on the child's ability. The teacher should also give the pupils time to talk about their work and what they did; this will enable the teacher to assess the child's skills and plan the next stage. Use of word processing software will also lend itself to develop all aspects of language and emphasise the written word.

Display of children's work should be encouraged and talked about with the pupils in a meaningful situation. All children should be given equal opportunity to use the software and contribute to the lesson at a suitable level. They should be encouraged from an early age to talk to a group or the whole class about the activity.

At all times the teacher must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

• there are no trailing cables, either on the work surface or on the floor beneath the computer
• pupils are seated comfortably at the computer and that chairs and working surfaces are at a suitable height

Assessment of the pupil's work should be:

• in line with the teaching objectives
• through observation
• through discussion with the child
• in line with the schools Early Years Assessment Policy

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Prior to Commencing the Task...