Is this web site help full?

http://ictearlyyears.e2bn.org/resources_65.html  

Using Digital Images – some ideas from the internet 

• To record children’s progress, to show their achievements both through processes as well as outcomes, for example as they complete a puzzle or build a model. 
• To communicate with parents – pictures on display and for documenting learning.
• To include in display to reflect on with children and to engage them in future planning.
• To promote children’s self-esteem through showing them that they are at the heart of any setting.
• To show familiar events.  Photos can remind and reinforce children’s learning through shared experiences.
• Take photos on home visits to reassure children and to begin a dialogue about play and learning with families.
• Photograph special events for the children to take home e.g. their birthday, their first day or a special day. ‘Direct print’ printers can speed up the process of printing photographs to use instantly.
• Use laminated photos as a prompt, e.g. to see who is present each day.
• Travelling bear adventures when with the children.
• Take a set of photos with children to show their own life story e.g. their family, their favourite activities, where they live. Incorporate into software or digital photo frame.
• Laminate and make place-mats for meal or snack times.  These could also become a fund raising activity.
• Reinforce your rules and routines through positive reinforcement by photographing sharing times, children taking turns and being kind to others.
• Take sequences of photos to promote language development and story sequencing (e.g. yesterday today and tomorrow).
• Take photos to promote specific vocabulary development such as possessive or positional language.
• Use photos of children as characters in home-produced story boards.
• Use photos to make letterheads, greetings cards and post cards to send home or share with others.
• Take photos of features of the indoor and outdoor nursery environment and encourage children to find these places and describe them to others.
• Ask children to take a photo of a friend in the setting, mount and ask the child to describe what their friend likes and what they like to do. If their friend says they are wrong ask how they can find out what their favourite things are.
• Display pictures of the local environment and specific walks e.g. a texture walk.
• Make picture matching games with children’s favourite items.
• Match photo sections like a jigsaw 
• Photograph numbers in the environment e.g. house numbers, car number plates or signs
• Use photos for a birthday chart.
• Use photos for PHSE e.g. feelings-matching happy faces, finding the opposite to sad etc
• Take spot the difference pictures e.g. the book corner with and without the cushions, the sand tray with a missing sand wheel.
• Take photos of ‘tools of the trade’ when visitors come in e.g. police with their bikes and clothing, nurses or doctors.
• Take photos outdoors to show the changing seasons, particularly if you have a tree which is prominent and sheds it leaves.
• Use digital still and moving images in PowerPoint for presentations at parents’ evenings, open days, staff, or to show the children.

What shall we change this time ?

Its time to reflect on the setting again and see what can be improved.

• How do we get the children more involved in ICT, 
• How interesting id the travelling bear Jofli?
• How do we get good photos for the children to use now that camera is broken. 
• Way to let the children be involved and results are becomes their own work?

Will this book have any ideas to use within the setting to improve what's on offer already?

Review

This book is clearly written and easy for practitioners to access, especially in a busy centre like ours. It addresses any anxieties about using ICT in the early years by explaining that it is not ICT itself that is the problem but how it is sometimes used and shows that when used appropriately ICT has the ability to enhance learning and extended thinking. We found the ideas very helpful in developing our ICT practice. --Bernadette Duffy OBE Thomas Coram Children's Centre

This book an eye opener. It shows how ICT easily could be used in every day life with children in Early Childhood Education, for learning about technology as well as for supporting different curriculum content. Children's experiences and play are key-dimensions which make the book appealing to practitioners. The book is very child oriented and at the same time has a pedagogical aim. --Professor Ingrid Pramling Samuelsson Department of Education, Gothenburg University

Product Description

This title, written by ICT experts in the early years, Prof. John Siraj-Blatchford and Dr. Alex Morgan, is a step-by-step guide on how to teach children under 8 a variety of ICT. This book is designed to be easy to follow by even the most technophobic of readers and contains practical advice on how to create engaging and creative activities for children in the early years using a range of ICT. This title is also a guide to the different types of ICT available, from Bee-Bots to white boards, and provides ideas on how to take ICT out of the classroom, with activities to use in outdoor play sessions. It also suggests ideas on how to use ICT in role play to promote children's creativity and imagination, and discusses what ICT skills the EYFS and Welsh Foundation Phase require early years practitioners to deliver. Ideas and case studies on best practice in using sustained shared thinking with young children are also included.

Product Description

"This book is an excellent resource for gaining understanding about the fundamental principles of ICT in the Foundation Stage curriculum... [The] principles of good practice in this book will not be outdated by new products or trends. The book is a well-balanced blend of theory and application. It has certainly helped to provoke and resolve ideas about the use of ICT in our settings." - Nursery World

This book helps readers understand how very young children (from birth to six) develop an early awareness, and subsequently develop their knowledge, skills and understandings of information and communication technologies (ICTs).The rapid growth of ICT has prompted concerns among parents, educators and policy-makers over the suitability of many educational applications, and electronic toys, for young children. However, evidence is presented to show that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum (DAC). In fact the authors argue that used imaginatively, many applications of ICT can make a significant and unique contribution to children's social and cognitive development.

This is a significant book for students, parents,carers, teachers, and other professionals who want to provide a rich learning environment in education, and in teaching and supervising research in the early years.

About the Author

John Siraj-Blatchford is a Lecturer at the University of Cambridge and an Associate Director of the ESRC Teaching and Learning Research programme. He has extensive experience in teaching, and in researching science and technology education. He is the author of numerous academic papers and articles, and several books. His current research includes a European evaluation of the IBM KidSmart early childhood initiative, and the study of the CT training needs of early years practitioners in five countries. David Whitebread is a Senior Lecturer in Cognitive Developmental Psychology and Early Years Education at the University of Cambridge. Prior to this he taught in primary schools for 14 years. He is currently involved in research projects concerned with Nurture Groups, effective pedagogy in the Early Years and the development of children's independent learning at the Foundation Stage.

Lets see what ideas can be gathered from here then. Added to reading list 

Jofli the travelling bear ( Who does not go far )

The broken camera- No photos of Jofli 

• How can the children take photos when the camera is broken?
•  A non traveling bear!
• Families who do not have camera? 
• Children want to see their photos and make them their own- not sit there while I take the photos.
• Make their photos their own and see the results.

Is the the right type of changes needed for the university assignment action plan?
Can I sort this vague ideas into a real plan.
Get the camera issue sorted?
Get the bear travelling again?
Give the children valid learning experiences using the camera ( ICT) ?
What do you think?




Same ideas in bigger font lol


Its time to reflect on the setting again and see what can be improved.

• How do we get the children more involved in ICT, 
• How interesting idea of the travelling bear Jofli?
• How do we get good photos for the children to use now that camera is broken. 
• Ways to let the children be involved and results are become their own work?