FACULTY OF EDUCATION AND LANGUAGES

HBEC3903
TECHNOLOGY AND ICT IN EARLY CHILDHOOD EDUCATION

INCORPORATING TECHNOLOGY AND ICT IN

EARLY CHILDHOOD EDUCATION

WAN BADARIAH BINTI WAN ABDULLAH

MATRIC NUMBER: 640201115118001
I.C. NUMBER: 640201-11-5118
MOBILE: 012-9282707

wannuruain@yahoo.com

TUTOR: KHAZALI BIN IDRIS

KUANTAN LEARNING CENTER
SEPTEMBER 2013 SEMESTER

BODY CONTENT

1.0

INTRODUCTION

2.0

PROJECT WITH PRESCHOOL CHILDREN

2.1

Topic: Early Mathematics - Understanding Number Concept and

Counting 1 to 5.

2.2

Strategy in the Teaching and Learning:

3.0

SELECTION OF TOOLS AND SOFTWARE-The Reasons

4.0

CONCLUSION

5.0

REFERENCE

1.0

INTRODUCTION

There is a growing recognition of the many different ways that ICT can contribute to, or
transform, the activities, roles, and relationships experienced by children and adults in early
childhood education settings. ICT can be defined as anything which allows us to get
information, to communicate with each other, or to have an effect on the environment using
electronic or digital equipment. In early childhood education (ECE), technology is a tool that
can provide another way for children to learn and make sense of their world (Morrison. S,
George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall p 371) The tools
could include computer hardware and software, digital cameras and video cameras, the Internet,
telecommunication tools, programmable toys, and many other devices and resources.
There is literature which indicates the importance of practitioners and other adults in
early childhood education settings having guidance and opportunities to become capable,
competent, and informed about the educational role and potential of ICT, and support to use ICT.
The literature suggests at least three reasons why ICT matters in early childhood education. First,
ICT already has an effect on the people and environments that surround young childrens
learning. Second, these technologies offer new opportunities to strengthen many aspects of early
childhood education practice. Third, there is support and interest across the whole education
sector for the development and integration of ICT into education policy, curriculum, and
practice. However, the introduction and use of ICT in early childhood education should be
grounded in a clear understanding of the purposes, practices, and social context of early
childhood education. The use of technology tools and interactive media must be able to help
children develops the healthy physical, cognitive, emotional, spiritual and linguistic development
which are referred to five development domains. In accordance to Kurikulum Standard
Prasekolah Kebangsaan, the five domains are known as JERIS ; J for Physical (Jasmani), E for
Emotion (Emosi), R for Spiritual (Kerohanian), I for Intellectual or Cognitive , and S for Social (
Sosial) (Kurikulum Standard Prasekolah Kebangsaan, 2010 )

2.0

PROJECT WITH PRESCHOOL CHILDREN

3

2.1

TOPIC

Early Mathematics - Understanding Number Concept

2.2

AGE of CHILDREN
TECHNOLOGY TOOLS

2.3

TECHNOLOGY SOFTWARE

2.4

STRATEGY

and Counting 1 to 5.
4 years old
1. Laptop or Personal Computer
2. Projector
3. Smart Board
1. Office Power Point
2. Microsoft Word
3. Window Media Player
4. Real Video Player
1. Video demonstration
2. Power Point Slide Presentation using Smart
Board
3. Hands on exploration
4. Matching numbers to correct number of object
on the Smart Board
5. Interactive activity using software on the

2.5

EXTENDED

AREA

DEVELOPMENT

OF

Smart Board
6. Singing
7. Tracing number 1 to 5 on worksheets
1. Intellect: Able to count parts of the body and
able to draw them in the correct amount.
2. Creativity: Able to draw additional correct
number of objects in the colored paper
matching to the numeral
3. Taking photos of numerical

in

their

environment using digital camera or smart

phone. Making a Scrap Book of Numbers.
2.1

Topic: Early Mathematics - Understanding Number Concept and Counting 1 to 5.

(Please refer to Power Point File named Math 4 year to open)

2.2

Strategy in the Teaching and Learning:

1. Teacher explains the topic of the project to the children.
2. Teacher sings song as in slide number 8 to children. While singing teacher shows number
cards of 1 to 5 accordingly. Teacher shows the slide to children on the Smart Board.
Children sing together by looking at the lyrics that appears on the Smart Board.
Teacher uses laptop, projector and Smart Board.
3. Teacher shows slide 2 to slide 8 on the Board. Children look at the slides and repeat after
the sounds for each number. Children count together loudly.
4. Teacher allows children to touch the Smart Board and perform interactive activity;
playing with the number and amount of objects. Children match the number with correct
number of object which is the duck.
5. Children enjoy exploring the touch screen of the Smart Board, interactively playing with
the number and duck image.
6. Children able to trace and write the number as shown in the slide 8. Children enjoys
writing on the screen and they can try writing and tracing number as many times as they
like without afraid doing any mistakes.
7. Next, childrens understanding is strengthened through Hands-on-activity. Teacher allows
children to pick ping pong balls and egg tray. When Teacher show a number card,
children pick the correct number of ping pong balls match to the number card and arrange
in the egg tray. Then children count the balls and checked weather it is correct with the
number card.
8. Children repeat this until they are able to count well.

9. The next step is that children is given a worksheet and they are asked to trace the number
of 1 to 5. As in slide12.
10. At the end of the session, teacher shows again the video on number on the Smart Board
screen and children then sing the song I can count to five along with friends.
11. On the next day, teacher asks children to search for numbers 1 2 3 4 5 which they can
find in the surroundings. Children take picture of the number using smart phone or digital
camera. Teacher print out the photos.
12. Next, children paste the photos on a scrap paper. Teacher asks children to draw the
correct amount of balls next to the number and color the balls. They can add other objects
in their drawing such as draw stars, books, flower etc.
13. Teacher compiles their work and make a Scrap Book of Numbers. This Scrap book is the
documentation of their learning and understanding of the Project.
14. Teacher use discrete learning approach to break down individual skills into small discrete
tasks and guide students learning through promotion and reinforcement (TeachTown,
2011). Teacher show slides introducing number one by one, then children repeat after the
sound each time. Then children do activity on the smart board such sequencing the
number, matching number to correct amount of object, tracing the number on the screen
of smart board, and so on.
15. Reinforcement is also done on printable worksheet, where children use pencil and pencil
colors to trace and write numbers. The counting exercise using real object such as the ping
pong balls is example of real objects hands on activity.

3.0

SELECTION OF TOOLS AND SOFTWARE-The Reasons

Children lives are surrounded by technology nowadays. However the use of technology tools

in early learning must be chosen carefully and follow the guide as stated in NAEYC Position
Statement on Technology and Young Children (National Association for the Education of Young
6

Children & The Fred Rogers Center for Early Learning and Childrens Media. (2012).
Technology and Interactive Media as Tools in Early Childhood Programs):
1. The use of technology tools and interactive media should not harm the children.
2. Developmentally appropriate practices must guide decisions in the selection of the
technology tools and interactive media; a professional judgment by the teacher to
determine if a specific use of technology is age appropriate, individually appropriate
and culturally appropriate.
3. Appropriate use of technology tools and media depends on the age, developmental
level, needs, interest, linguistic background and abilities of each child
4. Effective uses of technology and media are active, hands-on, engaging and
empowering; give the child control; provide adaptive scaffolds to ease accomplishment
of tasks; and are used as one of many options to support childrens learning.
5. When use appropriately, uses of technology and media can enhance childrens
cognitive and social abilities.
6. Interactions with technology and media should be playful and support creativity,
exploration, pretend play, active play and outdoor activity.
Based on the above statements, these technology and software tools were selected in the
project above.
3.1

Technology tools used:

3.2

Laptop
Projector,
Smart Board
Digital Camera or Smart Phone Camera

Software selected are:

Microsoft Power Point

Internet-You tube
Window Media Player
Educational Program- Starfalls

According to Jean Piaget, a psychologist and researcher in child development, his

constructivism theory states that children learn through active involvement. From direct
experiences with the physical world, children develop intelligence. Piaget also states that
children of 4 years old are in the Pre-Operational Stage of Cognitive Development (Morrison. S,
George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall. Chapter 5 p
117-119). Children of 4 years old are very active and loves to explore things using their hands
and their five senses.
1. The selection of laptop is appropriate to this age. Children will imitate the adults by
pressing the keyboard and they enjoy to explore because different images appear on the
screen every time a key is pressed. The laptop is used to download the education program
from the You Tube such as the song titled I can Count to Five and the video
demonstrating counting number 1 to 5.
2. The software used to prepare the lesson is Microsoft Power Point, Window Media Player
and You Tube Downloader. The selection of video and material from You Tube must be
appropriate to the childs age and is eye capturing to the child. The animation selected in
the power point presentation involves many movements and colorful so that children
gives attention and looking at the video with full interest. The sounds telling the
instructions and numbers must be clear and according to the movement so that children
can relate between sound and image.
3. The Power Point Presentation is projected using a projector to the Smart Board touch
screen. The touch screen is situated at childrens eye level and childrens height to ease
the learning and interactive activity on the board. Children find it amazing to see such a
big white screen in front of them and able to move the image of number with their finger
to match with the correct amount of object. It is very interesting to them; they can move
here and there and do not feel bored. Every children were excited to touch the screen and
took part in solving the problems set by the teacher. The active learning and hands on
experience took place.

Example of a touch
Screen smart board.
4. The advantage of the Smart Board touch screen is that more than one children can take
part in doing the matching and tracing numeral at one particular time. This will allow
each child to spend more time learning using the Smart Board interactively. When
children interactively participated in the activity on the Smart Board, the Scaffolding also
occurred. Children could learned from their friends and they can help each other in
problem solving activity. Children learn within their Zone of Proximal Development
which means the area beyond the childs current knowledge. The zone of proximal
development has been defined as the distance between the actual developmental level as
determined by independent problem solving and the level of potential development as
determined through problem solving under adult guidance, or in collaboration with more
capable peers (Vygotsky, 1978, p 86).
5. The Smart Board and Lap Top are chosen because these tools are child centered and
appropriate to children ability and development. The power point slides and educational
video selected were suitable to the cognitive development of 4 year old children.
6. Children used digital camera to take photos of numeral in their surroundings such as from
the clock on the wall, from their activity book, from the teachers car plat number and
elsewhere. This is to evaluate how much children understand and recognized number
that they have learned earlier. Children enjoy using the smart phone camera and took
photo of other things which interest them. Teacher download the pictures to the laptop
and print out the pictures. Digital camera of a smart phone is readily familiar to children
9

nowadays because they see the smart phone of their parents every day. They are even
allowed to play digital games in the phones.
7. Next children paste the photo of number on a piece of colored paper. Children drew the
correct amount of object match to the number for example, if the number is 2, then
children drew two balls, two stars or two books. Children drew objects for all numbers.
8. When they have paste all the numbers 1 to 5, children are asked to arrange the paper
following from 1 to 5 in a correct sequence. Teacher helped children bind the paper
producing a scrap book of numbers.
9. The extended area of development from using technology is Childrens creativity is
enhanced and stimulated by taking pictures and making scrap book on numbers.
10. In the activity counting body parts, children also learn and explore their body parts,
example acknowledging that people has two eyes, two ears two hand and so on. They
learn to appreciate what they have and be thankful.
To summarize, the integration of technology is a real benefit to support young childrens
learning and development. Computers and other forms of technology have the capacity to
support young children to develop mathematical thinking. Clements (2002) reviews research on
young childrens mathematical learning in conjunction with various forms of computer-mediated
practice including the use of drill-and-practice mathematical software, and the exploration of
shapes, patterns, and numerical relationships using general-purpose graphics programs, or
specialized computer manipulative programs in which children are able to perform specific
mathematical transformations on objects on screen. Clements concludes there is evidence that
computers can assist even very young children to develop mathematical ideas, provided teachers
are able to choose and use these tools in a way that scaffolds and extends young childrens
thinking, in particular, their higher-order thinking. This can only be accomplish by selecting the
developmentally appropriate tools and software and with good guidance and close supervision
from teacher. Without good guidance, example and support, the use of technology might be not
appropriate to the child learning and development.
4.1

CONCLUSION
Effective technology integration within a classroom of young learners can encourage

engagement, active learning, creativity and social interaction. The choice of technology should
be based on how well the tools serve classroom and teaching needs and developmentally
appropriate. Technological tools can support the learning and play-oriented early childhood
10

curriculum. Besides the choice of technology, teachers must also ensure opportunities for all
children to participate where they actively engage in significant ways with these tools.
Developmental appropriateness forms a guiding principle in much of the literature on ICT in
early childhood education. Two widely-cited sets of guidelines strongly emphasize
developmental appropriateness: the DATEC (developmentally appropriate technology in early
childhood) project in the UK (Siraj-Blatchford & Siraj-Blatchford, 2002; Siraj-Blatchford &
Whitebread, 2003); and the American National Association for the Education of Young
Childrens position statement on the use of technology with children aged 3 to 8 (NAEYC,
1996).
Luke (Luke, 1999, p. 97) suggests that childrens early experiences with ICT and other
media will impact on their development, and their experiences of childhood. Therefore, some of
our ideas about development and what is developmentally appropriate for children will need to
shift accordingly. To illustrate with one example: in the past, using a mouse to control a computer
might have been considered incompatible with young childrens developmental abilities.
However, children who have experienced using a computer at home might develop skill and
expertise in controlling and manipulating the mouse at a younger age than children who have
not. Ecological studies of young childrens experiences with ICT in early childhood education
signal the need to view childrens development within a complex interplay of individual,
biological, social, economic, and cultural factors, including attention to childrens experiences in
their home and family lives.
(2572 words)
5.0

REFERENCE

1. Fleer, M., & Jane, B. (2011). Design and technology for children. Australia: Pearson.
Chapter 6, pp 127-131
2. Hayes, M., & Whitebread, D. (2006). ICT in the early years. New York: Open University
Press. Chapter 6, pp 86-105

11

3. Morrison. S, George. (2009). Early Childhood Education Today. (11th Ed.). NJ: PrenticeHall. Chapter 5 p 117-119).
4. Serving Children from Birth through Age 8. Retrieved from http://www.naeyc.org/
files/naeyc/file/ positions/PS_ technology_WEB2.pdf pp 5-7.
5.
6. Technology and Young Children Interest Forum Members. (2008).Meaningful
Technology

Integration

in

Early

Learning

Environments.

Retrieved

from

http://www.naeyc.org/files/yc/file/
200809/OnOurMinds.pdf , p 3.

12