Engaging Foundation Stage
Children in Computer Based Play
By: Emma Jayne Morgan
The computer goals for children at this stage in the EYFS are:
• complete a simple programme on a computer.
• use a mouse and keyboard to interact with age appropriate software (this is now developing to touchscreen
use).
• use ICT and programmable toys to support their learning.
We need to recognize how important it is to develop children’s understanding of the potential use of computers in a
playful manner. This will allow them to approach more formal learning later in their education with more confidence. To
do this we need to provide a balance of:
• pre-defined software games: These are games which have limited options such as number games where
children respond to problems posed with limited answers available.
• open-ended software: These include options where children can create their own outcomes, for example
drawing applications where children can choose colours, tool types, etc.
As with any type of play, assessment is important to ensure that we are providing age and stage appropriate resources.
Some computer applications provide assessment opportunities within the programme which can support us to ensure
children are being sufficiently challenged. However, this is only effective when coupled with quality observations.
As well as computers, other ICT items should be incorporated which will support this type of play such as microscopes,
digital cameras, sound recorders, Bee-bots, etc.
To be effective, use of computers needs to be playful. Research shows that children found computer use less playful
when there is adult intervention. They respond positively when adults interact playfully and model alongside children
rather than taking on a supervisory role or making children feel like they are taking over. Ideally children should be given
the choice of application, how they will use the technology and their outcome to ensure this type of play remains
enjoyable and allows time for problem solving and exploration. Computer play should be a permanent provision,
available as a choice during continuous provision rather than a separate activity. This ensures that the equipment loses
its novelty value and is used as a tool for play alongside the other resources. ICT should be used in a meaningful way
rather than as formal skills training. We also need to provide computer based play which encourages interaction and
prompts further hands on learning afterwards. Higher involvement is seen where children are able to interact with
computers in groups rather than individually or with an adult leading a large group. This encourages discussion and peer
support.
Examples in practice:
• Encourage reluctant mark makers to use computer programmes which allow them to easily adapt and
change their marks. This will build on their confidence as they worry less about making mistakes.
• Children who love dressing up could be encouraged to take part in computer play by providing them with
clothes design applications. Explore fashion, carnival costumes, super hero clothes. Upload photos of
children drawing to design accessories, etc.
• Find out from parents what types of computer play children enjoy at home, then use this information to plan
enjoyable play in the classroom. Provide parents with information through newsletters or a website which
provides them with links to other helpful sites to extend their child’s learning at home.
• Send video messages to another class, this encourages language and communication as well as
learning about using computers to send messages online, or receive and send messages to a favourite
character.
As computers are such a large part of modern day life we need to ensure we are supporting children to access these
types of technology in effective ways and keeping ourselves up to date so we are able to challenge children effectively.