Revamping Digital Learning at Plantos Nursery: A Leap into the Future
Embracing change, especially in a bustling environment like Plantos Nursery, is never without its challenges. Amidst the whirlwind of daily activities, our dedicated team has taken a significant stride towards enhancing our digital learning landscape, particularly for our older children aged three and above in the vibrant new Cwtsh room.
The beginning of a digital renaissance
The Cwtsh room, known for its dynamic atmosphere and seamless indoor-outdoor transition, has become the cradle of our digital learning evolution. With sprawling outdoor spaces at their disposal, our children have always enjoyed unparalleled freedom and independence. However, integrating digital learning into this mix required a thoughtful approach, especially considering our initial reservations about screen time and device durability.
Previously, digital devices at Plantos were the exclusive tools of our practitioners, used mainly for operational tasks like logging activities, playing music, or communicating with parents. The notion of introducing our children to these devices was met with understandable hesitation.
A bold new direction
Our journey began with a simple yet innovative step: introducing non-functional tablets for role-play. This not only acclimated the children to the concept of technology but also sparked their imagination, turning these devices into anything from musical instruments to storytelling aids.
The real breakthrough, however, came when we decided to provide access to functioning iPads. These devices, now integral to our daily routine, are used exclusively for educational purposes. From exploring apps that teach letter formation and basic counting to engaging with Welsh cultural content, our children have embarked on a digital learning adventure that balances fun with foundational skills.
Beyond entertainment: A window into their world
Perhaps the most profound impact of this initiative has been the opportunity for our children to express themselves through photography and videography. By handling the devices themselves, they’ve not only learned to document their experiences but also offered us invaluable insights into their perspectives and interactions.
This shift towards digital inclusion has not been without its challenges, notably the limited number of devices available. Yet, this scarcity has inadvertently taught our children patience and the value of sharing, ensuring that screen time does not dominate their nursery experience.
Safeguarding digital
Our practitioners have played a pivotal role in guiding the children through the basics of digital etiquette and device management, laying the foundation for responsible and informed digital citizenship.
Witnessing the positive outcomes of this integration, we’ve shed our initial reservations. The children’s ability to use technology for creative expression, documentation, and learning has underscored the importance of digital literacy from an early age. Our aim is to further enrich this experience, enabling children to share their creations with their families and navigate the digital world with confidence and curiosity.
Looking ahead: A digital-first future
As we continue to explore the potential of digital learning, our vision is to expand the scope and depth of this program. By fostering an environment where technology is a tool for creativity, learning, and communication, we hope to equip our children with the skills they need to thrive in an increasingly digital world.
The journey so far has been immensely rewarding, not just in terms of skill development but also in nurturing holistic growth—be it physical, intellectual, social, or emotional. From mastering device operations to understanding the multifaceted uses of technology, our children are growing up as competent, confident individuals.
At Plantos Nursery, we are committed to continually adapting and enhancing our digital learning framework. By embracing technology, we’re not just preparing our children for the future; we’re helping them shape it!
“I have one like this in my house” “I can play the dentist game now.”
“I haven’t had a go and it’s my turn.” “Can I take a photo of you?”
“Is that the children’s one or Gemma’s one?” “I did all my numbers”
“I can’t turn it on, I think it’s dead or broken” ` “This one doesn’t do that game.”
“Y mae gennyf un fel hyn yn fy nhŷ” “Dw i’n gallu chwarae’r gêm nawr.”
“Dydw i ddim wedi rhoi cynnig arni ac mae’n fy nhro i.” “Fe wnes i fy holl rifau”
“A allaf dynnu llun ohonoch chi?” “Ai un neu Gemma ydi’r plant yn un?”
“Ni allaf ei droi ymlaen, rwy’n credu ei fod wedi marw neu wedi torri”
“Nid yw hyn yn gwneud y gêm.”
Ailwampio Dysgu Digidol ym Meithrinfa Plantos: Naid i’r Dyfodol
Nid yw cofleidio newid, yn enwedig mewn amgylchedd prysur fel Plantos, byth heb ei heriau. Yng nghanol corwynt gweithgareddau dyddiol, mae ein tîm ymroddedig wedi cymryd cam sylweddol tuag at wella ein tirwedd dysgu digidol, yn enwedig i’n plant hŷn tair oed a hŷn yn ystafell fywiog newydd y Cwtsh.
Dechrau dadeni digidol
Mae ystafell y Cwtsh, sy’n adnabyddus am ei hawyrgylch ddeinamig a’i thrawsnewidiad di-dor dan do-awyr agored, wedi dod yn grud i’n hesblygiad dysgu digidol. Gyda mannau awyr agored gwasgarog ar gael iddynt, mae ein plant bob amser wedi mwynhau rhyddid ac annibyniaeth heb ei ail. Fodd bynnag, roedd integreiddio dysgu digidol yn yr amgylchedd hon yn gofyn am ddull meddylgar, yn enwedig o ystyried ein amheuon cychwynnol am amser sgrin a gwydnwch y dyfeisiau.
Yn flaenorol, dyfeisiau digidol ym meithrinfa Plantos oedd offer unigryw ein hymarferwyr gofal plant, a ddefnyddwyd yn bennaf ar gyfer tasgau gweithredol fel chwarae cerddoriaeth neu gyfathrebu â rhieni. Cyflawnwyd y syniad o gyflwyno ein plant i’r dyfeisiau hyn gydag oedi dealladwy o ystyried yr heriau.
Cyfeiriad newydd beiddgar
Dechreuodd ein taith gyda cham syml ond arloesol: cyflwyno hen dabledi and oeddent yn gweithio ar gyfer chwarae rôl. Roedd hyn nid yn unig yn cyd-fynd â’r plant i’r cysyniad o dechnoleg ond hefyd sbardunodd eu dychymyg, gan droi’r dyfeisiau hyn yn unrhyw beth o offerynnau cerdd i gymhorthion adrodd straeon.
Fodd bynnag, daeth y datblygiad go iawn pan benderfynon ni ddarparu mynediad i iPads gweithredol. Defnyddir y dyfeisiau hyn, sydd bellach yn rhan annatod o’n trefn ddyddiol, at ddibenion addysgol yn unig. O archwilio apiau sy’n addysgu ffurfiant llythrennau a chyfrif sylfaenol i ymgysylltu â chynnwys diwylliannol Cymreig, mae ein plant wedi cychwyn ar antur ddysgu ddigidol sy’n cydbwyso hwyl gyda sgiliau sylfaenol.
Yn fwy nac adloniant: Ffenestr i’w byd
Efallai mai effaith ddwys y fenter hon oedd y cyfle i’n plant fynegi eu hunain trwy ffotograffiaeth a fideograffeg. Trwy drin y dyfeisiau eu hunain, maent nid yn unig wedi dysgu dogfennu eu profiadau ond hefyd wedi cynnig mewnwelediadau amhrisiadwy i ni fel oedolion o’u safbwyntiau a’u rhyngweithiadau.
Nid yw’r newid hwn tuag at gynhwysiant digidol wedi bod heb ei heriau, yn enwedig wrth ystyried y nifer cyfyngedig o ddyfeisiau sydd ar gael. Ac eto, mae’r prinder hwn wedi dysgu amynedd i’n plant yn anfwriadol a gwerth rhannu, gan sicrhau nad yw amser sgrin yn dominyddu eu profiad yn y feithrinfa.
Diogelu digidol
Mae ein hymarferwyr wedi chwarae rhan ganolog wrth arwain y plant trwy hanfodion moesau digidol a rheoli dyfeisiau, gan osod y sylfaen ar gyfer unigolion cyfrifol a gwybodus.
Gan dystio canlyniadau cadarnhaol yr integreiddio hwn, rydym wedi symud ymlaen o’n hamheuon cychwynnol. Mae gallu’r plant i ddefnyddio technoleg ar gyfer mynegiant, dogfennaeth a dysgu creadigol wedi tanlinellu pwysigrwydd llythrennedd digidol o oedran cynnar. Ein nod yw cyfoethogi’r profiad hwn ymhellach, gan alluogi plant i rannu eu creadigaethau gyda’u teuluoedd a llywio’r byd digidol gyda hyder a chwilfrydedd.
Edrych i’r dyfodol: Dyfodol digidol yn gyntaf
Wrth i ni barhau i archwilio potensial dysgu digidol, ein gweledigaeth yw ehangu cwmpas a dyfnder y rhaglen hon. Trwy feithrin amgylchedd lle mae technoleg yn offeryn ar gyfer creadigrwydd, dysgu a chyfathrebu, rydym yn gobeithio arfogi ein plant â’r sgiliau sydd eu hangen arnynt i ffynnu mewn byd cynyddol ddigidol.
Mae’r daith hyd yma wedi bod yn hynod werth chweil, nid yn unig o ran datblygu sgiliau ond hefyd o ran meithrin twf cyfannol—boed yn gorfforol, deallusol, cymdeithasol, neu’n emosiynol. O feistroli gweithrediadau dyfeisiau i ddeall y defnydd amlochrog o dechnoleg, mae ein plant yn tyfu i fyny fel unigolion digidol cymwys, hyderus.
Ym Meithrinfa Plantos, rydym wedi ymrwymo i addasu a gwella ein fframwaith dysgu digidol yn barhaus. Trwy gofleidio technoleg, nid paratoi ein plant ar gyfer y dyfodol yn unig ydyn ni; Rydyn ni’n eu helpu i’w siapio!