Running with the Ball Improving Literacy through Sport

Being able to read, write and speak well underpins a child’s chances of success at school, at work and in life. But how do we begin to inspire children to pick up a book or a pen when it is often the last thing they want to do? Jim Sells from the National Literacy Trust shares some ideas and resources for connecting reading to sport for motivating students.

Combining sport and literacy

To get children interested in reading and writing, we must first tap into what they like, enjoy and are passionate about. To this end, the National Literacy Trust uses sport and major sporting events to motivate children and young people to improve their literacy skills.

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      string(154) "Providers are divided over how effective technology is in the early years. Elpida Ahtaridou and Dr. Sue Bodman cite the research to propose a way forward."
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      string(414) "... benefit students across diverse under-resourcededucational settings. Despite challenges faced by each study population (i.e., no accessto schools; or schools with 50-100:1 student-teacher ratios in developing countries; orlow socio-economic at-risk communities in developed countries), three independentliteracy and vocabulary pilot assessments suggest better student performance ..."
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      string(5668) "socio-economic disadvantage. However, research investigating the impact oftechnology on reading and supporting children, especially for children growing up insocio-economic disadvantage, is limited.There are some interesting studies however, which share some light. One thesestudies is that led by Flewitt et al. in 2014. In this study researchers introduced iPads to aprimary school reception centre, a children’s centre and a special school and suggestedthat technology has the potential to support different mediums used to supportliteracy such as stories and importantly personalization. iPads had a positive impact onliteracy development and provided an array of opportunities for children and teachersto speak and listen to each other.Currently, a collaboration between The Massachusetts Institute of Technology (MIT),Tufts and Georgia State Universities is trying to understand the impact that technology(tablets in particular) might have in supporting reading preparedness of childrenbetween four and eleven years old in under-resourced educational settings in Africa,67Vol 8.2School Leadership Todaywww.teachingtimes.comPrimaryFileEarlyyearstechnologythe United States and slums in India. Findings are promising, showing that a platformto deliver reading content can benefit students across diverse under-resourcededucational settings. Despite challenges faced by each study population (i.e., no accessto schools; or schools with 50-100:1 student-teacher ratios in developing countries; orlow socio-economic at-risk communities in developed countries), three independentliteracy and vocabulary pilot assessments suggest better student performance overall.This includes better letter and word recognition, when compared to similar gradestudents who did not have access to the tablets (Breazeal et al, 2016, p.19). In the samerealm, a study of pre-schoolers in Australia who had greater access to touch screenswere found to have higher letter and sound knowledge and name writing skills thanthose without (Nuemann, 2014).Furthermore, a study exploring the attentiveness, impulsivity, learning andemotional effects of touch screen environments on children aged four to seven showedthat the introduction of digital devices resulted in no difference in the concentrationspans and problem-solving capabilities of children compared to the use of traditionaltoys, such as drawing or playing with building blocks (Kilman, 2015). As regards thearray of arguments put forward by a number research studies that technology distractsfrom physical play and social interaction, according to research by Plowan et all in 2012,these are not necessarily valid.ConclusionInvestment in technology seems to offer solutions for inclusion and equity of access,particularly for children from socio-economically disadvantaged families. Given theconclusions of scientific research that suggest supporting learning in early childhoodprovides greater returns in later life, we might conclude that the earlier the integrationof technology and learning happens the better. Despite the potential, aspiration andhope for technology’s contribution to tangibly raise the achievement of basic skillssuch as reading, this has not been matched by initiatives to explore possibilities andtest outcomes in Early Years settings.The use of technology in classrooms can have a positive impact if it is usedeffectively; to a large extent this will be dependent on the quality of teaching. Effectiveschools will be able to use technology more effectively, less effective schools will notnecessarily be able to fulfil its full potential.Technology can act as a catalyst for powerful change. Progress is about focusingon how we can bring that change about and how it can be practically delivered. Siraj-68Vol 8.2School Leadership Todaywww.teachingtimes.comPrimaryFileEarlyyearstechnologyBlatchford and Siraj-Blatchford (2000) and the research by the Education EndowmentFoundation (2012) offer the following useful directions, which can provide a frameworkfor implementing and developing technology in the early years setting:1. Ensure an educational purpose – Uses of technology can be as simple as theuse of a telephone to promote imaginary play, the benefits of which are welldocumented. Applications should promote children in a range of different areas,including creativity, self-expression and language. Siraj-Blatchford and Siraj-Blatchford refer to the Millie’s ‘Make a bug’ application and particularly emphasisethe benefits of its free-play mode. They raise concerns however, about applicationswhich are designed with narrow educational aims such as use of language and drill-and-practice programmes which, they say are too teacher directed and appeal tochildren’s’ extrinsic motivation, i.e. praise by an adult or a smile, etc.2. Promote collaborative use – Technology can inspire communication not restrict it.Children using an application together requires their joint attention and sharing. Itoffers the opportunity for children to use argumentation and resolve any potentialconflict; for younger children the intervention of an adult will ensure effective use.3. Integrate with other aspects of the curriculum to enhance learning – The useof technology should be part of other learning activities and play rather thana separate activity completed in a separate room full of computers. Integratingtechnology can also provide a greater range of visual and audio artefacts than anursery might usually hold. Siraj-Blatchford and Siraj-Blatchford provide a powerfulexample of a child in a nursery"
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Special Needs

Are children ever too young for technology

16 Apr 2018