ICT in role play: Check it out!

You can incorporate the use of ICT equipment in children's imaginative play. Jane Drake shows you how

Children will already be familiar with many uses of information and communications technology before they enter the nursery setting and may even be adept operators of some electronic equipment. The Foundation Stage curriculum for this area of learning places emphasis on children continuing to find out about the purposes of ICT in the 'real world', making role play a particularly effective vehicle for learning.

Computers have an important role to play in children's developing understanding of ICT, and can also play a significant part in supporting learning in other areas. But they are certainly not the only, and not always the most appropriate, way of introducing young children to ICT in the setting.

Alongside the computer should be a wide range of the information technology that we encounter in our everyday lives, and opportunities for exploring this. ICT should not be viewed as a discrete area of learning addressed only through computer programmes; it should be an integral part of early years provision.

A walk around their local area can help to raise children's awareness of information technology in the world around them, and inspire adults with ideas for role play. Burglar alarms on houses, pelican crossings, telephone boxes, barcode scanners, cash machines - examples are plentiful.

Nurseries can provide their own real examples of information technology, such as tape recorders, and representations of others, which children can explore in role play before trying the 'real thing' - for example, programmes on washing machines. Disused equipment, such as answering machines and keyboards, once it is checked for safety, can also help children to explore the uses of ICT.

If possible, lend the children and their families digital cameras with which to record examples of ICT in their homes and neighbourhood. Photographs can then be used by practitioners and children when planning new role play provision.

To operate simple equipment, children need to be familiar with key words, symbols and signs. These too can be taught and reinforced through role play. For example, children may learn to recognise the word 'wait' and the significance of the red and green figures on a pedestrian crossing set up in the outdoor area.

Learning can also take place in a less direct way. The arrows used on the controls of many programmable toys and floor robots could be introduced on a large scale during a 'bear hunt' to guide children to their destination. Through such an activity children learn to 'read' the arrows and to use directional language, such as forwards and backwards.

Learning opportunities

With appropriate resources and adult support, children can:

• develop an interest in ICT equipment and apparatus
• identify and explore everyday uses of information technology in a meaningful context
• talk about uses for ICT in their own lives and represent experiences through role-play
• understand how to operate simple equipment and perform simple functions independently
• turn to appropriate equipment in their play in order to communicate information
• be aware of the dangers associated with some equipment, such as electrical switches, and of the need to work within simple safety guidelines
• use correct technical vocabulary.

Resources and activities

Listed below are some examples of how children can learn about ICT through role play. Some resources, such as telephones, can be included in most role play areas, while others are related to specific themes.

Home corner Telephones, disused cameras, radios, televisions and video machines with remote controls, tape recorder and music/story tapes, laptop computers, washing machines with programme dials, microwave ovens, or a burglar alarm box, can all be part of the basic provision. Also consider using plug-in baby monitors and encourage children to listen for their 'babies' from another area.

Airport Provide walkie-talkies, 'conveyor belts' (for luggage and passengers), 'metal detectors' and a 'security system'.

Office This area offers many opportunities for children to explore ICT through changing themes. For example, estate agents could record details of a house on a Dictaphone, type the details into the computer and call interested clients.

Basic ICT provision could include keyboards, calculators, telephones and 'hands free' mobile phones, fax machine and a model photocopier. In some settings, the office is also a permanent base for the computer and offers a real context for e-mailing.

Bank Construct a hole-in-the-wall cash machine and issue children with cash cards and PIN numbers. Provide computer monitors and keyboards on counters. Library Barcode each book and provide 'pen' scanners. Include monitors and keyboards and encourage children to search for book titles.

Supermarket Provide barcode scanners and a conveyor belt, a cash register and swipe cards. Record a 'today's special offers' message and encourage children to play this on a tape recorder in the area. A lottery ticket machine could also be included.

Outdoor area Provide equipment such as traffic lights, pedestrian crossings, speed cameras, motorway weather warning signs, car park ticket machines and barriers, carwashes, petrol pumps, emergency breakdown telephones, sensor-operated streetlights, 'drive through' fast food outlets with intercom systems for ordering.

Organisation

• Much of the suggested equipment can be made, recycled or bought quite cheaply. Several local settings could share the cost of more expensive items that will be used on a rotational basis. Make sure that staff in all settings are aware of what is available.
  
  
• Ask parents to donate old equipment such as keyboards and telephones.
  
  
• Keep a stock of batteries in the setting and a re-charger where appropriate. Flat batteries are very frustrating!

Adult role

The role of the adult in supporting children's ICT development through role play will be diverse. Always observe and respond to children's interests. A child with a parent away on a business might want to contact them on a mobile phone during their play. Or a child whose family has just bought a laptop computer may want to make a laptop in the technology workshop and 'use' it in the office area.

To support children effectively, practitioners should:

• raise children's awareness of technology in the world around them
• provide an environment in the setting that reflects the uses of ICT in the real world
• model a range of uses of ICT in an everyday context
• provide appropriate equipment to support children's interests
• introduce and model appropriate language and encourage children to use vocabulary such as 'on', 'off', 'eject' when using equipment.