What ICT resources are suitable for babies and toddlers under 2?

For babies and toddlers, ICT resources should be sensory, cause-and-effect, and safe. Examples include light-up toys that respond to touch, musical mats, simple sound buttons, and baby-safe tablets with locked screens. These resources support sensory exploration and early understanding of cause and effect. Always ensure resources are age-appropriate, clean, and supervised to prevent choking hazards or overstimulation.

How can I use ICT to support children with special educational needs (SEN)?

ICT can be a powerful tool for inclusion. For example, touch-screen tablets with accessibility features (e.g., text-to-speech, switch access) can help children with communication difficulties. Programmable toys like Bee-Bot can support children with autism in developing sequencing and turn-taking skills. Always consult with the SENCO and parents to choose resources that meet individual needs, and ensure activities are differentiated to allow all children to participate.

Do I need to be 'tech-savvy' to complete this qualification?

No, you don't need to be an expert. The qualification is designed for practitioners at all levels of ICT confidence. You will learn how to use common early years technologies, such as digital cameras, interactive whiteboards, and simple apps. The focus is on pedagogical understanding—how to integrate ICT meaningfully—rather than technical skills. Your tutor will guide you through any tools you're unfamiliar with.

How do I ensure online safety when using tablets with young children?

Start by using devices in supervised, short sessions. Enable parental controls to block inappropriate content and disable in-app purchases. Use pre-selected, educational apps and websites. Teach children basic rules like 'ask an adult before clicking' and 'don't share personal information'. Also, ensure that any photos or videos taken are stored securely and deleted when no longer needed, following your setting's data protection policy.

Can ICT replace traditional play-based learning?

No, ICT should complement, not replace, traditional play. The EYFS emphasises play-based learning with hands-on experiences. ICT can enhance learning—for example, using a digital microscope to explore nature—but it should be balanced with outdoor play, creative activities, and social interaction. The key is to use ICT purposefully to extend learning, not as a babysitter or a substitute for adult interaction.

What is the role of the practitioner when children use ICT?

The practitioner's role is to facilitate, model, and scaffold. This means selecting appropriate resources, setting up activities with clear learning intentions, and interacting with children during use—asking open-ended questions, demonstrating how to use tools, and encouraging collaboration. Practitioners also observe and assess children's engagement to inform future planning. Importantly, they model safe and respectful use of technology, such as taking turns and handling devices carefully.

Facilitate ICT learning in Early Years’ settings

SFJ AWARDS

vocational

This element equips practitioners with the skills to intentionally integrate Information and Communication Technology (ICT) into early childhood education. It focuses on using digital tools to enhance play-based learning, supporting children's developmental progress, and ensuring inclusive practice. Learners will develop practical strategies to plan, deliver, and evaluate ICT-rich activities that foster creativity, communication, and problem-solving in an early years setting.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

SFJ Awards Level 3 Award for ICT in Early Years' Settings

Topic Overview

The SFJ Awards Level 3 Award for ICT in Early Years' Settings focuses on the effective and appropriate use of information and communication technology (ICT) to support the learning and development of children aged 0-5 years. This qualification is designed for early years practitioners who want to integrate ICT tools—such as tablets, interactive whiteboards, programmable toys, and educational software—into their practice in a way that enhances children's cognitive, social, and creative skills. It covers key areas including selecting age-appropriate resources, planning ICT-based activities that align with the Early Years Foundation Stage (EYFS) framework, and ensuring online safety and data protection in line with UK legislation like the GDPR and Keeping Children Safe in Education.

Understanding ICT in early years is crucial because digital literacy begins from a young age, and when used thoughtfully, technology can foster problem-solving, communication, and early numeracy and literacy skills. However, it must be balanced with hands-on, sensory play and outdoor experiences to support holistic development. This award equips practitioners with the knowledge to critically evaluate ICT tools, avoid passive screen time, and use technology to scaffold children's learning rather than replace traditional interactions. It also addresses the role of the practitioner in modelling safe and responsible ICT use, involving parents and carers, and documenting children's progress through digital means such as e-portfolios.

Within the wider subject of Learning Support, this qualification sits alongside other early years awards, emphasising the practitioner's role as a facilitator of learning through technology. It prepares students to meet the requirements of the EYFS, particularly the 'Understanding the World' area of learning, and to contribute to school or setting policies on ICT. By completing this award, students demonstrate competence in using ICT to enhance outcomes for children, making them more effective in modern early years environments where technology is increasingly prevalent.

Key Concepts

Core ideas you must understand for this topic

→Age-appropriate ICT resources: Understanding which tools (e.g., cause-and-effect toys, simple apps, programmable robots like Bee-Bot) are suitable for different age groups, from babies to five-year-olds, and how they support specific areas of learning.
→Integration with the EYFS: Knowing how ICT activities can be planned to meet the seven areas of learning, particularly 'Understanding the World' (technology) and 'Expressive Arts and Design', while also promoting communication and language.
→Online safety and data protection: Implementing safeguarding measures such as filtering content, supervising internet use, obtaining parental consent for photos/videos, and storing data securely in line with GDPR and the setting's policies.
→Role of the practitioner: Using ICT to observe, assess, and plan next steps for children (e.g., digital observations, learning journeys), while avoiding over-reliance on screens and ensuring technology complements other activities.
→Balancing ICT with other experiences: Recognising that ICT should not replace physical play, social interaction, or outdoor learning, but rather be one tool among many to support a broad and balanced curriculum.

Learning Objectives

What you need to know and understand

Analyse the role of ICT in supporting key areas of early childhood development
Design a developmentally appropriate ICT activity plan for a specific early years setting
Facilitate a guided ICT-based learning experience that encourages active participation
Implement strategies to promote equality and challenge bias in ICT resource selection and use
Evaluate the effectiveness of ICT activities in meeting children's individual learning needs
Demonstrate safe and responsible use of ICT tools with young children

Assessment Criteria

Key criteria assessors look for in your portfolio

Provide clear evidence of linking ICT activities to the Early Years Foundation Stage (EYFS) learning goals
Demonstrate how chosen ICT resources are age-appropriate and inclusive
Show reflection on how facilitation techniques supported children's engagement
Include documentation of risk assessments for ICT use
Evidence of adapting activities for children with additional needs

Assessment Guidance

Guidance for achieving higher grades

💡Always link your planning and evaluation to the EYFS or relevant curriculum framework
💡Include real examples from your placement to demonstrate practical application
💡Show critical reflection on how you ensured every child could participate, including those with SEND or EAL
💡When facilitating, document your role and the children's responses, not just the activity
💡Be explicit about how you adhered to safeguarding and data protection policies
💡When answering questions about planning ICT activities, always link your examples to specific EYFS areas of learning and development. For instance, if you describe using a talking photo album, explain how it supports 'Communication and Language' (listening and attention) and 'Understanding the World' (technology). Examiners look for clear curriculum connections.
💡Demonstrate your understanding of safeguarding by mentioning relevant legislation and policies, such as the Data Protection Act 2018 and your setting's acceptable use policy. For example, when discussing digital observations, state that you would obtain parental permission and store images securely. This shows you can apply theory to practice.
💡Use the 'plan-do-review' cycle in your answers. Explain how you would plan an ICT activity (e.g., using a simple coding app), observe children's engagement and learning, and then review the activity to inform future planning. This reflects good early years practice and shows you understand the iterative nature of teaching.

Common Mistakes

Common errors to avoid in your coursework

Assuming all technology is appropriate without considering developmental readiness
Focusing on the technology itself rather than the learning outcomes
Neglecting the importance of adult interaction and scaffolding during ICT play
Using ICT as a passive 'babysitting' tool rather than an interactive learning medium
Overlooking data protection and consent when using digital media with children
Misconception: 'All screen time is bad for young children.' Correction: While passive screen time (e.g., watching videos) should be limited, interactive and educational ICT activities—such as using a tablet to draw or a programmable toy—can be beneficial when used in short, supervised sessions with clear learning intentions.
Misconception: 'ICT means using computers and tablets only.' Correction: ICT in early years includes a wide range of technologies, such as digital cameras, microphones, light-up toys, electronic keyboards, and simple coding robots. It's about using any technology that supports learning, not just screens.
Misconception: 'Children are 'digital natives' so they don't need guidance.' Correction: Even though young children may be familiar with devices, they still need adult modelling and scaffolding to use ICT purposefully and safely. Practitioners must teach skills like taking turns, navigating apps, and understanding that online content is not always real.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of the Early Years Foundation Stage (EYFS) framework, including the seven areas of learning and the characteristics of effective learning.
•Familiarity with safeguarding principles in early years settings, such as the key legislation (e.g., Children Act 2004) and the importance of online safety.
•Some experience working with children aged 0-5 in a supervised capacity (e.g., as a volunteer or teaching assistant) to contextualise the use of ICT in practice.

Key Terminology

Essential terms to know

ICT as a learning tool
Planning for ICT integration
Inclusive digital practice
Facilitating child-led ICT discovery
Safeguarding and e-safety in early years
Evaluating ICT outcomes

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Facilitate ICT learning in Early Years’ settings

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Related Topics in SFJ AWARDS vocational Learning Support