Classroom Strategies for Data Handling

The aim of using a data handling package in the Early Years is to provide pupils with an understanding of sorting and classifying objects pictorially and how this information can be represented graphically. Pupils will also be improving their fine motor skills and co-ordination.

Examples of suitable databases which could be used with young children include:

  • minibeasts
  • food
  • a project on ourselves
  • the weather
  • homes
  • pets
  • teddies

A data handling package should be easy to use and will contribute to developing numeracy skills during Early Years. It can also be used to support other areas of the curriculum. The teacher must be clear on the reasons for using the software, whether the task set is appropriate to the child's needs and are the learning outcomes relevant? The teacher should introduce relevant database software linked to the classroom theme. All the above areas will appeal to young children and can fit in with most classroom topics.

All tasks need to be planned carefully so that each child works at his/her own level, making appropriate choices and developing new skills. The teacher must have clear aims for the use of the software and what the desired outcomes will be. This will aid assessment and help plan the next steps. Some children might quickly master basic skills while others will need time and many more meaningful activities to consolidate skills and concepts.

The pupils will need to be shown how to use the software; this can be achieved by a class demonstration and then reinforced in small groups or in pairs. It is always advantageous to have an adult close by to supervise the activity, especially during the early stages; children do benefit from working in pairs helping each other. However, young children often prefer to work on their own and time should be given for individual work; this is best done when supervised closely by an adult to keep the child on 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 - friendship groups also work well. Paired and group work will provide opportunities for language development and improve social skills.

It is essential that the teacher gives a demonstration before pupils commence a task. This will be a new experience for many of the children and they will be unsure of collecting data and representing their findings on a picture or chart. The teacher should give the pupils time to talk about the choices that can be made and why they make them. This type of software will involve the teacher asking lots of relevant questions which will help to develop the language used by the pupil. Observing the child will enable the teacher to assess their skills and plan the next stage. Use of data handling software will naturally lend itself to develop use of appropriate mathematical vocabulary - eg. how many, can you count… more than, less than, the same as, equal to, longest, shortest etc.

The pupils' work should be displayed or made into class books which can be used as a teaching resource. Each child should be able to talk about their choices and interpret a simple graph. Data handling should be introduced when appropriate to the class theme/topic and all children given equal opportunity to use the software and contribute to the lesson at an appropriate level.

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 are at a suitable height

Assessment of the pupil's work should be:

  • in line with the teaching objectives
  • through observations
  • through discussion with the child
  • in line with the school's 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...