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...
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