USE OF TECHNOLOGY

24 Jun USE OF TECHNOLOGY

child’s use of technology

This assessment item requires you to observe a child aged up to five years engaged in solitary or group
play, with or without adult

participation. These observations will be used to write two learning stories

one science-focused and one maths-focused. These two learning

stories form the assessable

component ofthis task.

Here are the steps you need to undertake in orderto complete this task:

1. Select a

child (aged up to five years) to focus on for this task, and carry out a series of

observations ofthe child engaged in solitary or group

play, with and/or without adult

participation. These observations will need to be recorded as running or anecdotal records or by other
means

(e.g. photographs, video) approved within the setting and then written up/transcribed. Three or
more observations may be required, each

between 10-15 minutes. Before you observe children, you

must gain permission from the parent and carer. An information sheet and consent

form are provided

on the Interact site. NOTE: The observations are not an assessable component ofthe task, and do not
need to be submitted.

They simply need to be undertaken in orderto complete the assessable

component (the learning stories). – (NB TO WRITER: THIS DOES NOT NEED

TO ACTUALLY BE DRAFTED BY YOU PROVIDED YOU CANC OMPLETE STEP 3)

2. Select two ofthe best observations to discuss and evaluate. Ideally,

one will be science-focused

while the other will be mathematics-focused – though, both areas may be evident in both observations.
You also

need to think about the child’s use of technology.

MUST BE DONE:

3. Write one learning story for each ofthe two selected observations. Each

learning story

should be no more than 1000 words. Your learning stories must be written in a way that you would
share with early childhood

colleagues; that is, they should be written in an academic manner, utilising

appropriate literature. However, at the end of your learning

story there are sections directed towards

the parents/carers and the child (see points below), and these should be written in a more
friendly”

manner. This will give you practice in writing learning stories for different audiences.

Each learning story must address the

following points:

‘Describe the context and what happened, i.e. the child’s age, where the observation took

place, what activity was the

child involved in, and who else took part.

‘Identify which EYLF outcome/s the child is working towards and how this is evident.

Also

consider how you will extend the child to achieve this outcome/work towards additional

outcomes.

‘Describe the scientific and

mathematical processes the child has undertaken, with reference

to Bishop’s mathematical activities and the 5Es science model.

‘Describe the

mathematical and scientific concepts evident in the child’s play.

‘Identify any use oftechnology evident in the play. If no technology-use

was evident, describe howtechnology might be used to enhance the experience.

Reflect on how the physical and social environment has

supported the child in their learning, using at least two references to support your ideas. This should include reflection on the role of
any adults or peers involved in the play.

Write a paragraph or two to the parents/carers detailing the mathematics and science processes
and concepts their child appears to be exploring, and what they could do at home to build on and support the child’s science and mathematics
learning.

“Write a paragraph to the child to provide feedback to them on their development as a
mathematics and science learner.