Interactive Whiteboards in the Foundation Stage

(taken from http://ictearlyyears.e2bn.org)

Interactive whiteboards can be an excellent tool for early years provided a few basic principles of learning are followed.

  • Use an IWB in the context of purposeful play.

The IWB is a social learning tool. Because the screen is large and can be seen from a distance around the room find ways to connect the use of the board with children’s experiences in other areas e.g. model using the board for creating a design to make out of malleable materials or write an address on an envelope, print it out and use it.

  • Children should be in control.

The IWB enables children to have hands on experiences and to learn by doing. There should be limited times for them to watch others or an adult using the board and they should be able to access the board as much as possible themselves.

  • Connect with experiences away from the IWB.

For example, children could take photographs of cooking to put in sequence and print out for a recipe book or use dice on the board for maths games.

  • Relate the on-screen activities with real objects where possible.

Children’s first hand experiences are so essential for their learning. Children need to be able to hold things, manipulate them, investigate, explore and use objects in play with other children and with adults. An IWB can only ever work alongside supporting and extending children’s hands on and multi-sensory experiences.

  • Give children time to explore, problem solve and develop confidence.

Support each child’s activities at the board helping them to learn about the tools they are using, think through problems, gain control, enjoy what they are doing and become confident users of the board.

  • Personalise the resources where possible.

Make the experiences meaningful to young children by using their own names, photographs or video of themselves and familiar objects and places.

  • Encourage children to explain, discuss, and describe their actions.

There are tremendous opportunities for working alongside children and encouraging their learning and development.

  • Use appropriate programs.

Use software that is suitable for the board and lends itself to being manipulated and collaborated over by the children.

  • Give children choice.

Enable the children to know a number of things they can use IWB’s for so that they are able to make choices about what they want to do and how it can support their learning.

  • Involve parents.

Put together a slideshow of photographs at the end of a session sometimes so that parents and carers can see what their children have been doing and become further involved in their learning.

Harriet Price – Homerton Children’s Centre