Classroom Strategies for Adventures and Simulations

The aim of using an adventure or simulation in the Early Years is to:

  • provide the pupil with a wide variety of early IT experiences
  • develop skills that they will be able to build upon later in a fun and interesting manner
  • enable the child to develop motor skills, such as mouse control and hand/eye co-ordination
  • repeat a task that they have carried out practically
  • consolidate early number concepts
  • develop enquiring and investigative skills

Examples for using an adventure or simulation:

  • assembling screens
  • putting together jigsaw pieces
  • sequencing for a mathematical purpose
  • sequence a story
  • dressing a teddy
  • building a picture by following specific instructions
  • to reinforce positional vocabulary in a setting that is familiar to the children - eg. in the house or at the park
  • to undertake a simple quest or journey, making choices along the way. This has to be interactive so that a young child can complete the task without having to read instructions

Adventures and simulations provide children with a wide range of experiences that encompass many areas of the Early Years curriculum. Most programs are based around moving objects around the screen and making suitable choices. The children will learn to improve their control of the mouse by clicking on objects and moving them around the screen. Simple adventures often have the facility to alter the level of difficulty depending on the ability the child. Using simple programs can help to develop concentration and train memory.

All tasks need to be carefully planned and built into the pupils learning experiences in a relevant way. They should never be used in isolation. Using adventures or simulations provide children with the opportunities to use their imagination, improve their social skills by co-operating with a partner, and to be creative while allowing for some experimentation within the program. Ultimately these activities should be fun, while providing valuable learning experiences.

When introducing new activities to the children a class demonstration is advisable. This can be followed up by either a small group activity or paired and individual tasks. Young children will usually require individual help and support before they are able to work with a partner successfully.

It is essential that an adult is present when new software is introduced in order to provide input and guidance in order to keep pupils on task. Adventures and simulations will encourage and develop speaking and listening skills, while enhancing social skills through paired work. The pupils must be given time to discuss the activity and talk through what they have done and learnt. The benefits of this will depend on the questions asked by the teacher during the activity or as a follow up work after the activity has been completed. This will then enable the teacher to make informed judgements and assess the pupil skills and knowledge that can then be used to inform future planning.

Children's work should be displayed and used as a resource to support other areas of learning whenever possible and to stimulate discussion within the class.

All pupils should be given equal opportunity to use adventures or simulations in a variety of contexts and to contribute to the lesson at a level appropriate to their needs and abilities.

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

  • that there are no trailing leads, either on the work surface or on the floor beneath the computer station
  • 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 teaching objectives
  • in line with the schools Early Years Assessment Policy
  • through observation
  • through discussion with the child

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...