Cambridgeshire Progression in Computing Capability

Technology in the Early Years Foundation Stage

Children growing up today are immersed in new technologies. In the home, going shopping, at the doctors and in the street - technology is embedded in children’s everyday
experiences sometimes to the point where it is almost invisible to them. As part of some of their first activities, early technology experiences will include push button activities,
remote control devices, musical keyboards, televisions, cash registers, microwave ovens, tills, scanners and interactive books, as well as computers, tablets and phones.

Forever mindful of the recommended times for screen viewing for children of this age group and for children to be sometimes screen free,
engagement with technology achieves the best outcomes for young children when it is not a solitary, isolated encounter but enhanced by
supported interaction with adults and collaboration with peers.

The best practice would be where technology:

▪ is a co-operative activity shared with another child or an adult

▪ involves doing things together and giving opportunities to take turns
▪ provides opportunity for talking and listening together -explaining, confirming, elaborating,
▪ feeds the imagination
▪ encourages further investigation and exploration
▪ challenges and encourages solving problems

This document is intended for Early Years teachers and practitioners who are trying to determine how and where technology fits with the Early Learning Goals. To that purpose,
we have chosen just some of the statements relating, in our view, to the four aspects of the Computing Curriculum as contained in the Cambridgeshire Progression in Computing
Capability Materials for primary schools. This therefore provides a continuous approach for the 3 – 11 age range for Cambridgeshire schools and support transition from
Reception to Year 1. We have intentionally not provided any further breakdown of the Early Learning Goals as this would perhaps result in early technology experiences being
too granular - technology experiences need to be embedded and not isolated into skills development with no context or purpose.

Practitioners will also need to consider that any reflections or observations about children’s early experiences with technology should take account how children demonstrate
learning with reference to the Characteristics of Effective Learning:

▪ playing and exploring

▪ active learning
▪ creating and thinking critically

The Cambridgeshire Progression in Computing Capability Materials were developed by the Elearning Team at The ICT Service to help schools
deliver the Computing curriculum with a focus on pupils' Computing capability and with a strong emphasis on progression. More information
about the approach, including materials and resource suggestions can be found at www.theictservice.org.uk/primary-computing
 Understanding Technology Programming Digital Literacy E-safety
ELG 13 People and communities: children talk ELG 02 Understanding: children follow ELG 16 Exploring and using media and ELG 06 Self-confidence and self-awareness:
about past and present events in their own instructions involving several ideas or actions. materials: children sing songs, make music children are confident to try new activities,
lives and in the lives of family members. They They answer ‘how’ and ‘why’ questions and dance, and experiment with ways of and say why they like some activities more
Relevant Early Learning Goals

know that other children don’t always enjoy about their experiences and in response to changing them. They safely use and explore than others. They are confident to speak in a
the same things, and are sensitive to this. stories or events. a variety of materials, tools and techniques, familiar group, will talk about their ideas, and
They know about similarities and differences experimenting with colour, design, texture, will choose the resources they need for their
between themselves and others, and among ELG 04 Moving and handling: children show form and function. chosen activities. They say when they do or
families, communities and traditions. good control and co-ordination in large and don’t need help.
small movements. They move confidently in a ELG 17 Being imaginative: children use what
ELG 15 Technology: children recognise that a range of ways, safely negotiating space. they have learnt about media and materials ELG 07 Managing feelings and behaviour:
range of technology is used in places such as in original ways, thinking about uses and children talk about how they and others show
homes and schools. They select and use purposes. They represent their own ideas, feelings, talk about their own and others’
technology for particular purposes. thoughts and feelings through design and behaviour, and its consequences, and know
technology, art, music, dance, role-play and that some behaviour is unacceptable. They
stories. work as part of a group or class, and
understand and follow the rules. They adjust
NB: Aspects of almost all of the other ELGs their behaviour to different situations, and
could be enhanced or evidenced though take changes of routine in their stride.
the use of technology e.g. ELGs 01, 02, 09
and 10 would all benefit from the use of
eBooks and recording devices.

Children’s natural curiosity has always driven Children in Early Years are already immersed Practitioners will need to support the It is important for children to learn to be e-
them to develop an understanding of the in a programmed world. They experience it youngest children as they explore digital safe from an early age. Practitioners and
What might this look like in the EYFS?

world around them and this is no different every day of their lives when: apparatus with discussion about what it does, teachers of children in Foundation and Year
when it comes to understanding technology; • the doors at the supermarket open how it works and how to use it safely. 1 play a vital part in starting this process and
both how it works and what it can do for us. automatically when they approach, Children in Early Years will explore mark involving parents in recognising their
From their first, early experiences with • the hand drier starts when they place making programs on screens, tablets or responsibilities just as they do when thinking
technology, pupils begin to make sense of their hands underneath interactive whiteboard to experiment and about other aspects of children’s safety
how it works and the opportunities it can • the price of an item shows as you scan communicate their ideas. when crossing the road safety, handling
provide. • the streetlights come on automatically potentially dangerous equipment in the
when it gets dark. They will Interact with adults and their peers home or at the swimming pool.
Children’s experiences in this area should and explore their environment using
include exploring: In the EYFS, continuous provision draws on multimedia equipment, including digital and With the very youngest children, many of the
• the technology they encounter at home these common uses of control technology for video cameras, microscopes, webcams and key e-safety messages will be conveyed
and school (e.g. role play toys, children to experience first-hand and to visualisers to capture still and moving images. through guided use, continuous provision and
photocopiers, automatic doors, explore their uses through play. Additional With help, they will play back their captured adult modelling in the school or setting.
dismantling old phones and laptops experiences might also include: recordings, demonstrating confidence and Additionally, and importantly, this will be
etc.) • ‘programming’ friends by telling them increasingly in control. They will be alongside and with the involvement of parents
• how technology has changed over time how to move around like a robot or encouraged to explore ways of making and and carers at home. Listen to young children
and how it differs across cultures by make a pretend sandwich listening to sounds using simple programs, talking about their online world and use this
sharing artefacts, photos and videos, • use of control toys like remote control apps and devices, e.g., karaoke machines, overheard talk to engage with them and find
and asking others. cars, Beebots or Early Years Roamer. music mats and age appropriate apps. out more about their practice and behaviour.

Cambridgeshire County Council 2014. This work is licensed under

the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
December 2020 License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector
[email protected]
information licensed under the Open Government Licence v2.0.
 Understanding Technology Programming Digital Literacy E-safety
Examples of appropriate resources include: Examples of appropriate resources include: Examples of appropriate resources include: Examples of appropriate resources include:

▪ Role play toys (e.g. hoovers, ▪ Simple control toys: Beebot, Bluebot, ▪ Online, interactive stories and rhymes ▪ An age appropriate online learning
microwaves, tills, old mobile phones, remote control vehicles… ▪ Screens, IWBs or tablets with mark environment to model and practise
washing machines etc.) making software and apps. safe use of communication tools
▪ Equipment or apps for recording voice ▪ age appropriate resources such as
Resource Description

▪ ‘Real’ technology in their home and ▪ Digital cameras or tablets to record still Jessie and Friends
school (e.g. photocopiers, automatic and moving images ▪ stories such as Digiduck (a story of
doors, mobile technology – tablets and ▪ Programs / apps such as Sock Puppets, friendship and responsibility online)
phones, hand dryer) Puppet Pals and Drawing Pad on tablets and Smartie the Penguin
or as Photostory, Smart Notebook or a ▪ using child friendly search engines
▪ Primary and secondary sources of ▪ On screen simulations such as Beebot, selection of age appropriate software such as Kidrex, Kiddle or Swiggle
information about technology in Trucks from Duck Duck Moose or Toca such as that produced by 2Simple.
different cultures and in the past (e.g. Boca (digital toys and games for kids) ▪ Websites which encourage early Visit www.theictservice.org.uk/primary-
BBC Bitesize: How Computers have and simple problem solving activities. exploration of age computing for more links to useful e-safety
changed, or What are the parts of a appropriate content resources.
computer?) such as CBeebies.

(Y1) Pupils recognise and can give examples (Y1) Pupils create, debug and implement (Y1/2) With adult guidance, pupils use a (Y1/2) Pupils are becoming increasingly
of common uses of information technology instructions (simple algorithms) as programs range of technology to enhance and aware of content, contact and conduct
they encounter in their daily routine. on a range of digital devices. present their learning. Within both specific benefits and risks, how to manage them
computing lessons and cross curricular safely and where to go for help and support
Pupils understand that digital devices follow contexts, pupils are able to: when they have concerns or feel unsafe,
Y1 Capability Statements

precise and unambiguous instructions. worried or upset.

• enquire with purpose, accessing digital
Pupils understand that digital devices can content such as text, still and moving They are beginning to develop a better
simulate real situations. images, video and audio understading of their own and others’
‘identity’ (including online), the importance
• collect data (e.g. numerical, research
of keeping personal information private and
facts etc.) which they are able to
of seeking permission before sharing. They
retrieve, store and present as graphs,
check with an adult before clicking on pop
tables and charts
ups, notifications or dialogue boxes.
• present and communicate their learning
to others in a variety of ways using text, They increasingly use a range of digital
still images, video and audio, including devices to communicate safely and
combining 2 or more of these mediums respectfully online, making links to positive
behaviour in the physical world.

Cambridgeshire County Council 2014. This work is licensed under

the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
December 2020 License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector
[email protected]
information licensed under the Open Government Licence v2.0.
Starting to plan:
Class: Date: Teacher:

Continuous Provision Enhanced Provision Resources

ELG13, ELG15
Und. Tech.

ELG02, ELG04
Prog.
Digital Lit.

e.g. ELG16,
ELG17
ELG06, ELG07
E-safety

Notes:

Cambridgeshire County Council 2014. This work is licensed under

the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
December 2020 License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector
[email protected]
information licensed under the Open Government Licence v2.0.