ICT Policy Early Years The role of technology in early childhood education is significant in the knowledge society where young children enter the early years learning environment with varying degrees of ICT capability. ICT can be used by: • Children to play and learn with; • Children and early childhood teachers to use together to scaffold learning; • Children and early childhood teachers to document and reflect on learning experiences and to share learning experiences. Therefore, the ICT policy should reflect what is needed to extend children’s ICT capability and ICT literacy in their early childhood education. It should also reflect elements addressed in the Statement on Young Children and Digital Technologies. Another aspect which you need to address in the ICT policy for early childhood education is the explanation of how the school or centre will meet the national curriculum guidelines for ICT in the Foundation stages of Level 1 and 2. Additionally this will also need to contain the ICT experiences you would expect children to have in the Foundation stage and how this will address the goals of the Early Years Learning Framework. For example, one of the main goals of early childhood teachers, whether they be in preschool or kindergarten, is to establish a baseline for a child’s ICT capability by seeking answers in relation to a child’s use of ICT at home. Thereafter, develop a plan to promote these capabilities in learning and play. If early childhood learning environment is part of a P-6 or P-12 educational landscape, then the ICT policy should also form part of the whole school approach to developing ICT capability and ICT literacy starting in primary school.
School ICT Policy Advice
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