By Michael Hilkemeijer

 

At the heart of every effective curriculum, is a progressive plan for the learning and development of children in early childhood. 

In this member’s exclusive technology in early childhood education resource, you will focus on programming and planning in early childhood settings in relation to the integration of ICT in early childhood learning activities.

 

Key teacher takeaways include:

• Understanding what early childhood education is.
• Developing an appreciation of what is planning in early childhood education.
• Why is planning important in early childhood education and for technology integration?
• Reflecting on the reason why is early childhood education important (its role in supporting child ICT capability).
• Technology integration lesson planning in early childhood education.

 

 

 

 

What is Early Childhood Education?

Early childhood education encompasses all forms of education including formal and informal from birth to 8 years of age. What highlights the importance of early childhood education itself is that in terms of a child’s learning and development, providing a strong foundation is essential to a child’s future success. This type of education is fundamental to their learning and can significantly shape their life.

 

What is Planning in early childhood education?

I begin by addressing the question ‘What is planning in early childhood education’ and point out that whatever curriculum that you teach within, planning in early childhood education is about laying the foundations for the child’s future with the curriculum in the mainstream primary education setting.

 

It is about setting your environment to maximise the opportunities for learning to take place and about shaping your resources into a plan or ‘map’. This would typically include materials, spaces, furniture, other staff members, children, and time.

 

When focusing on the integration of ICT in early childhood education planning is about ensuring that ICT is viewed as a tool to support and enhance teaching and learning and not simply as a skill to be learned and an ‘add-on’ to the curriculum.

 

The planning and delivery of learning programme in ECD in this regard enables you to thread ICT imaginatively through all early learning goals thus enhancing the quality of what is being taught and learned.

 

 

 

What is the Planning cycle in early childhood education?

 

EYLF Planning Cycle

The EYLF planning cycle consists of four key aspects that are highlighted in the diagram below. Each represents a significant phase in planning in early childhood education.

 

The Cycle of Planning EYLF

• Observe – the process of gathering information.
• Analyse – questioning what learning and development is taking place to make meaning of what has been observed.
• Plan – planning the next steps to continue supporting learning and development.
• Act/Do – putting the plan into action.
• Reflect – evaluating the effectiveness of the plan.

 

Each step of the EYLF cycle is supported by a corresponding tool in the Membership Workbook:

• Observe: Use the Observation Guide (pg. 101) to record digital engagement and ICT capability.
• Analyse: Workbook reflection prompts guide interpretation of children’s digital play and learning.
• Plan: Use the Lesson Planning Template (pg. 114) to map clear learning goals, EYLF links, ICT tools, and differentiation strategies.
• Act/Do: Implement with confidence using the membership’s library of done-for-you digital lesson ideas.
• Reflect: Complete post-lesson reflections using critical thinking questions built into the workbook.

 

 

How does the technology integration planning cycle fit into this?

Planning for integration is ensuring that ICT is viewed by young children as a tool used for a particular purpose and it also involves enabling them to understand and identify the many uses of ICT in their everyday lives.

It is the key to making learning effective and exciting in addition, to facilitating learning progression in ICT capability and ICT literacy in young children.  

The workbook supports this by helping educators design lessons that intentionally promote digital capabilities—not just exposure to technology. Tools like the ‘Planning for ICT Integration’ checklist (pg. 6) help you determine which digital experiences support learning, rather than distract from it.

 

Observing

The process of gathering information is accompanied by the method of identifying first what you want the children to learn. This is where the EYLF early learning goals are stressed to be defined for effective teaching. If your approach is to focus on the breadth and depth of the early years curriculum that you teach within, then it makes good sense to do this at the outset of the ICT activity.

You then need to decide what evidence is needed. Planning here involves considering how the children will produce evidence of their learning.

The most effective way to gather evidence when integrating technology in early childhood education is through continuous observation. This also involves listening and sustained shared thinking and discussions. You can question children and ask them to demonstrate how they went about a task for example in various contexts.

While the children are engaged in ICT activities, informal observations can be used to monitor how different children respond to an activity. You may notice that some may be confident, and they may be those who could be reluctant to try anything out for themselves and who persistently seek reassurance that what they are doing is right.

For you as an early childhood teacher, it is, therefore, important to develop skilled observations of individual contributions to partner work in technology integration in early childhood education.

 

Analysing

Analysing your observations is a very important part of your planning and programming in early childhood education. With the help of an individual profile sheet with a coding system this can be achieved when observing a child’s use of ICT.

Effective planning depends on a thorough analysis of the situation at the outset. In addition to using a profile sheet that would record children’s capabilities in ICT, questions that you would consider in analysing your observations:

1. What do we know about the children’s existing knowledge, skills and understanding in the subject?
2. What has been their previous experience with ICT?

 

Planning

As I discussed earlier, your planning should decide how the children will produce the evidence and as planning is cyclical in nature, you need to continually plan the next steps. Where do you begin?

Having high expectations must extend to the use of technology across various contexts. From your analyses, you can target and focus your next steps.

 

 

 

 

 

 

 

Why is planning important in Early Childhood Education?

Effective planning is at the core of every successful curriculum, especially in early childhood education (ECE). It provides a structured approach to teaching that ensures children receive a balanced and meaningful learning experience. Through thoughtful planning, educators can create environments where children thrive, and their developmental milestones are met.

 

Planning and delivery of a learning programme in ECD (Early Childhood Development) is more than just organizing activities; it’s about strategically structuring learning experiences to foster child development. This includes ensuring that every learning activity for early childhood aligns with key developmental goals and is responsive to the needs and interests of the children in your care. This approach not only enriches children's learning but also enhances teachers' ability to meet educational standards and objectives.

 

Inside the Membership Workbook, educators follow a structured Success Path—Adoption, Adaptation, Infusion, and Transformation.
Each stage includes planning templates, milestones, and reflection activities that help teachers plan and scaffold children’s digital learning experiences. Progress is tracked using the TPACK Radar Chart (pg. 183), a visual tool that shows how your confidence and skill grow over time

 

 

In general, there are several reasons why you need to plan: (Raban, 2010, p31)

• For organisation within the setting, to ensure that you know what you are doing and have the appropriate resources available.
• To make your work visible to colleagues, families and other professionals.
• To be able to discuss clearly what you are doing, as well as how and why, with parents and other professionals.
• To make sure you are developing a wide range of experiences for children through a variety of opportunities, both indoors and outdoors.
• To enable you to respond to each child as an individual, by reflecting on what you know about the children and what you identify for your teaching through documentation.
• To promote learning and development by supporting children’s individual strengths and abilities as well as those of the group.
• To ensure you are maintaining appropriate challenges and stimulation for the children and supporting their active learning, while enabling them to experience success and achievement.
• To introduce new ideas and experiences.
• To help support any interests and strengths in children’s experiences and learning.

 

 

 

Provides evidence of Teacher Practice when applying for Accreditation

If you teach within the EYLF, providing excerpts from a planning for learning and play may demonstrate how you would:

 

• Utilise ICTs to enhance learning - This would support the standard descriptor 2.6.2.
• Show that you have selected ICT resources to engage children in meaningful learning across a wide range of contexts – this would support 3.4.2 and;
• That have created and maintained a safe learning environment with ICT – this would support standard descriptor 4.5.2

 

You could even provide evidence of planning to support your observations of children’s technology interests and abilities. All this evidence of planning would support your efforts in progressing in proficiency levels in the Australian Professional Standards for Early Childhood Teachers.

 

 

 

What is the Importance of Technology in Preschool Activities?

The importance of technology in early childhood education lies deeply within the following reasons for its use:

Reason 1

Firstly, young children are already being exposed to ICT tools and as such it already has an effect on them and on the environment and people that surround them.

ICT tools are becoming a ubiquitous component of the physical and social world. It is an important part of the private and work-life of most people, including young children.

 

Reason 2

This relates to the many opportunities and potential ICT delivers to the teaching and learning of the curriculum.

In early childhood, it can:

• Support and enhance learning and play experiences.
• Support and strengthen your professional learning as an early childhood teacher.
• Support and strengthen your relationships with parents and other people connected to your early childhood education centre.

 

Reason 3

Many curriculums are now supporting the integration of ICT across the education sector from early childhood to tertiary.

Research shows that the delayed attention to ICT in early childhood has given the sector an advantage that while in the past attention has been given towards getting ICT infrastructure into schools without pedagogical support, the reverse is now occurring.

 

Reason 4

ICT supports metacognition or ‘learning to learn’. It means knowing that you know and it provides the foundation to what an ICT capable child is.

 

REASON 5

The use of ICT in early childhood education supports many opportunities for creative development with young children. Through the use of ICT in role plays, they will employ imaginative thinking.

REASON 6

Language development is greatly enhanced when ICT is employed in learning environments. ICT tools and resources such as word processors may appear to be very basic, but remember the power of word processing is in the ease in which children can easily edit and change their writing whilst developing their language and literacy skills.

REASON 7

Children can increase their world knowledge through the use of modern technology such as the Internet.

 

REASON 8

The many features that ICT brings with it in the learning environment will in the end improve the fine and motor gross skills of children.

REASON 9

Mathematical development is also enhanced as a result of the visual images which computers can provide.

REASON 10

One of the many benefits that will come with the use of ICT in early childhood education is collaboration. This alone helps to build language with children in addition to developing their social skills.

 

 

 

Importance of Planning for Technology Integration in Early Childhood Education

When it comes to technology use in early childhood education, planned experiences are essential to build on children's home experiences and promote lasting learning progression in their technological literacy. This is why careful planning for ICT integration is critical to enhance the educational experience and ensure children develop the necessary skills to use technology purposefully.

 

As a member of the ICT in Education Teacher Academy, you’ll gain access to expert guidance and resources that help you integrate ICT into your curriculum effectively. Our done-for-you lesson plans for early childhood education are designed to support your planning process, ensuring that ICT is viewed as a tool that enhances and supports teaching and learning.

 

Why Planning for ICT Integration is Essential

Planning for ICT integration in early childhood education is important for several reasons:

• It ensures that ICT is used as a tool to support and enhance teaching. Through our membership, you will learn how to foster an understanding among young children that ICT products are tools designed to serve a specific purpose, used when required.

• It helps young children understand and identify the everyday uses of technology in their lives. The ICT in Education Teacher Academy membership offers resources and professional development to help you introduce these concepts through developmentally appropriate activities.

 

As technology continues to evolve, the need for planned educational experiences to introduce young children to ICT situations becomes increasingly important. Our membership provides you with the ongoing support and tools to adjust your teaching practices as new technologies emerge, ensuring that your ICT provision remains up to date.

 

 

Continuity and Progression in ICT Integration

Your ICT provision in early childhood education should always reflect continuity and learning progression, as noted in the EYLF. Through our workshops and lesson planning templates, you’ll learn how to maintain continuity in children’s ICT experiences across different age groups. For example, you’ll focus on significant ICT features that should be consistently introduced throughout a child’s time in your care, providing them with a stable foundation in technological literacy.

 

The ICT in Education Teacher Academy helps you structure your lessons in a way that reflects these concepts, while also focusing on the development of essential ICT skills that will serve your students for years to come. We provide the structure and resources to ensure your planning is adaptable, meeting individual learning styles and encouraging positive, hands-on experiences with technology.

 

Flexibility and Adaptability in Planning

As new technologies emerge, it’s essential to continually adapt your planning and ICT integration. Our membership equips you with the tools to stay flexible, ensuring your ICT curriculum evolves alongside technological advancements. This flexibility is key, as the integration of technology in early childhood education should always be viewed as a working document that evolves to meet the needs of your students.

 

One of the most significant advantages of joining the ICT in Education Teacher Academy is access to our comprehensive online workshops designed for early childhood educators. These workshops will guide you in planning for the successful use of ICT in the classroom, from interactivity and capacity to speed and automatic function. These are important pedagogical elements to consider when planning ICT experiences that meet the learning needs of each child.

 

 

 

 

 

11 Steps for the Curriculum Planning of Tech Integration

Children in preschool and kindergarten, not to mention those in Foundational education should be finding out about and identifying the uses of ICT in their everyday lives in addition to using programmable toys and computers to support their learning.

The following early childhood curriculum approaches will enable you to maximize the use of technology in early childhood education.

 

Plan for Progression in ICT capability

Progression not only occurs in the classroom with lesson-by-lesson but also from year to year and even from unit-of-work to unit-of-work.

 

Plan for the continuity of ICT capability throughout the school

This requires more than a single effort of person - it is a whole-school approach and ensures that a child's capabilities in ICT continually build upon as they move throughout their school career.

 

Plan for Outcomes

For those in Early Childhood, it means ensuring that you are using the EYLF outcomes - particularly 4 and 5 - to plan your learning outcomes. Foundational teachers that may extend to Year 2, should use the Australian Curriculum outcomes in the Learning Areas.

 

Plan for personalised learning

Individual learning plans (ILPs) helps individual children achieve specific outcomes. You need to ensure that you are clear which learning outcomes you are working towards and why. What does the child understand now? How can you extend this learning? It has also meant being connected to a child's experience of the world.

 

Plan for ICT tools and Resources

Selecting the right ICT tools and resources is just as important as matching them to the intended learning objective. Factors that you need to consider include the 8 principles outlined in our early childhood online course. How do bee bots help to achieve outcomes? 

 

Plan for the next session

Long-term and medium-term plans need to be considered. For long-term plans it is best to break into four subheadings such as resources, strategies, supporting learning, and organisation. Involve the whole staff because patterns in learning settings can inform your choices.

 

Plan appropriate ICT activities

Exposure to ICT will not develop a child's capabilities in ICT. Don't reinvent the wheel and remember, copying type finished work into a neat version is NOT an appropriate activity for them.

 

Plan the Learning Environment

The setting itself will have an impact on how you plan and also how will be able to employ your formative assessment measures in projects.

 

Plan the assessment of ICT capability

Assessments should always be planned and when determining a child's capabilities in ICT there is no exception to this rule. What method is the ideal way for you to ensure that you don’t just focus on one particular aspect of their ICT capability, mainly techniques and routines?

 

Plan to challenge a child's ICT capability

Children today are fluent with technology even more than the generations before them. As a teacher, you need to set challenges for students with ICT that will help them progress further in their capabilities.

Plan day-by-day

You mustn't forget about your short-term planning as this can change throughout the duration of the day or even hour. Don't be set in one thing that you planned earlier to ensure that continue to meet the learning needs of children in your care.

By planning for the integration of ICT across the entire early childhood curriculum you will ensure that ICT will be view as a tool to support and enhance teaching and learning, and not simply as a skill to be learned and an 'add-on' to the curriculum.

 

You can learn more about these curriculum planning in early childhood education by joining our online classes in ICT teaching strategies in early childhood.

You will learn how to optimise tech in learning and play in the early years learning environment today. 

 

The workbook includes practical tools to support all 11 steps. For example:
• Lesson Plan Modification Templates (pg. 126–129) help you revise and improve ICT-based activities.
• Challenges Log (pg. 101) lets you record what worked or didn’t.
• TPACK-Aligned Lesson Planning Framework (pg. 175) ensures a balance between pedagogy, content, and technology.”

 

 

What are the technology teaching methods in early childhood education?

• Conduct a thorough analysis of the situation - effective planning calls for this!
• Maximise formative assessment in early childhood.
• Selecting developmentally appropriate technology in early childhood education.
• Employ evidence-based technology teaching strategies in early childhood.
• Promote literacy and numeracy development with technology.
• Encourage creative uses of technology in early childhood education.
• Integrate and understand technology effectively in STEM in early childhood.
• Implement a universal framework for inclusive education in early childhood education and care.

 

Maximising the use of technology in the early learning setting is important in an ever-increasing online and digital world. With young children entering preschool and kindergarten or even early years primary with a degree of technology literacy about them, it is the opportunity of early childhood teachers such as yourself to build on these home technology experiences through effective ICT integrated curriculum planning in early childhood education.

 

 

 

How to Plan for Preschoolers

When planning activities for preschoolers, it’s essential to consider their developmental milestones, interests, and the broader goals of early childhood education lesson plans. Effective lesson planning in early childhood education involves creating engaging, interactive activities that support exploration and foster learning through play.

 

As a member of the ICT in Education Teacher Academy, you’ll have access to ready-to-use lesson plans for preschool teachers that are designed to engage children and align with key developmental goals. These lesson plans for early childhood education include strategies to incorporate ICT resources in ways that support play-based learning, ensuring that technology is used to enhance, rather than replace, hands-on experiences.

 

For example, when planning activities for early childhood development, members can access open-ended tasks that promote learning and support creativity. Activities like building with blocks, storytelling, or painting can easily be enhanced with simple digital tools, helping to integrate technology meaningfully into children’s daily experiences. These activities encourage social-emotional development, problem-solving skills, and self-regulation—all of which are vital for a child's overall growth.

 

Through the early years planning cycle, educators can ensure that all activities contribute to a child’s development in cognitive, emotional, and physical domains. With ICT lesson plans for preschoolers provided through our membership, you’ll find that planning becomes easier, more effective, and more adaptable to the needs of your students. Our done-for-you lesson plans offer a foundation, but you can also modify them to fit the unique dynamics and developmental needs of the children in your care.

 

By joining the ICT in Education Teacher Academy, you gain access to practical tools, professional development, and a community of educators to help you plan and deliver meaningful learning experiences for preschoolers, integrating ICT in ways that support holistic development.

 

 

Planning Documentation

The basis for any kind of programming and planning in early childhood education is the documentation that provides evidence of children’s learning. The case study below highlights the EYLF programming and planning documentation.

This list demonstrates the importance of documentation in early childhood education:

• Make learning visible.
• Engage children further in their learning process through reflecting on experiences, so clarifying and deepening their understanding.
• Stimulate children through learning from each other.
• Build on children’s sense of identity and their relationships by revisiting experiences and taking pleasure in their learning.
• Share our interest in children’s learning, showing them that their intentions, ideas and views are important to us and their families.
• Put children and their processes of learning at the centre of our understanding for planning for children’s next steps.
• Encourage the development of shared meanings and experiences between a group of children, their families and other adults and lead to further planning.

(Harriet,2009, p. 41)

 

EYLF programming and planning documentation includes:

Daily dairy including the Reflections of Our Day.

 

Learning Stories – format used to document learning. It uses ‘story telling’ to describe a child’s learning processes.

 

Observations – questions that might help you inform your observations of children using ICT include:

• Are they interested in and curious about technology? Do they enter into discussions and make comments?
• Do they experiment with ICT applications, finding things out for themselves?
• Do they show enjoyment and concentration?
• Are they able to use ICT for their own purposes?
• Do they talk about ICT tools and applications and show an understanding of their purposes?
• Are they able to find and start a program?
• Are they able to navigate a program?
• Are they beginning to experiment with tapping out letters using the keyboard?
• Are they showing an awareness of electronic forms of communication, email, Internet, and mobile texts?
• Do they know, are they able to find out, what buttons and icons do?
• Do they print or save their pictures?
• Are they able to insert a tape and press the “Play” and “Eject” buttons?
• Are they able to control a toy and make it move where they want?

 

 

Portfolios – collected information and samples.

 

The importance of documentation in early childhood education is that it informs your planning of a child development plan. View it as an important part of your work with children and families as part of a cycle of observation, analysis, implementation, and planning in early childhood education.

 

Thematic Approach in ECE

The advantages of thematic approach in preschool education are clear. By grouping related topics and subjects, educators can create early years lesson plans activities that allow children to make connections across different areas of learning. For example, a theme like "Seasons" can include science (learning about weather), art (creating weather-related crafts), and language (reading stories about different seasons).

 

Thematic planning also offers continuity and progression, helping children build on prior knowledge while engaging in rich, cross-curricular learning. This approach aligns well with early childhood development lesson plans, ensuring that children’s learning is scaffolded and continuous. Using a thematic approach lesson plan ensures that all activities are interconnected and relevant to the children’s learning experiences.

What is a thematic approach in early childhood education?

A thematic approach in preschool education is one of the two ways that you can plan to integrate ICT in your early learning activities. It delivers the curriculum through projects or topics and it is a teaching method that organises a subject matter around a unifying theme.

 

What are the benefits of thematic approach to learning?

The advantages of thematic approach in preschool education are many. It includes:

• Helping children make sense of the world.
• Encouraging the involvement of children in a topic that is relevant to them.
• Providing authentic real-world learning experiences.
• Exposes children to different learning styles.
• Engages the whole brain through active and hands-on involvement.

 

Studies have indicated (Varun & Venugopal, 2016) that planning for a thematic approach in early childhood education can have an impact on communication skill development in preschool.

 

 

How can you plan your thematic approach?

There are several steps that you can take to effectively embed your thematic approach in early childhood education.

 

Step 1 is to decide what theme will be developmentally appropriate. It can be integrated as with a whole ecosystem for example or based on a broad concept such as weather. The theme must always relate to children’s learning.

 

Step 2 involves designing the integrated curriculum which takes a bit of time. Ensure that the curriculum is inclusive in skill processing and boosting the knowledge learnt from the content.

 

Step 3 is all to do with making sound instructional decisions and this is especially the case with technology integration in early childhood education. A well-balanced integrated curriculum would mean incorporating field visits, and teamwork towards a particular problem-solving.

 

Step 4 is just about deciding how you would present the theme.

 

 

 

 

 

 

 

 

 

 

 

How to put your Plans into Action?

At the heart of our online professional development plan for early childhood educators are our preschool lesson plans. The importance of lesson plans in early childhood education is as such:

• It allows you as the teacher to set challenging but achievable early learning goals.
• You can plan to observe and assess children’s ICT learning and then reflect on your practices later.
• It allows the director of the preschool or kindergarten to monitor class progress.
• A substitute teacher can use your lesson plans to ensure that learning is progressed.
• And when you post it on the wall you allow parents to see what activities the children are experiencing.

 

Short term planning Early Years

What are your short-term goals in early childhood education? Is it to provide children to grow and interact socially, to collaborate, or to learn how to self-regulate? If your answer is ‘Yes’, then participating in our Academy workshops is what you need to provide you with the expertise required to achieve goals.

 

So what is short-term planning in the early years? It IS about improving your preschool lesson plans in such as way and our preschool technology lesson plans can get you started.

 

Continuity and Progression in Lesson Planning

In 2006, I presented a conference paper that discussed why is continuity and progression important in lesson planning.

 

“Effective progression and continuity in ICT capability development in ECE is crucial for the solid foundation and development of student ICT skills. ICT capability is a 21st century skill or general capability that is embedded in the national curriculum from the Foundation Stage through to the end of Year 10 (Level 6 ICT Capability Learning Continuum). The analogy that ‘a house cannot stand without good foundations’ is symbolic of how significant it is for educators in ECE to learn how to ensure that the children in their care are progressing in their development of ICT capability. Furthermore, it is imperative that they learn how to accurately determine a child’s capabilities. By doing so, they will be setting a precedence for everyone else to follow.

 

For educators in ECE, the learning environment is different to that in primary and secondary classrooms. However, the principles of using ICT in the learning environment remain the same. Planning for the integration of ICT means that you are ensuring that ICT will be viewed as a tool for teaching and learning (Kennington & Meaton, 2009). ICT capability can be enhanced when specific skills are taught and learnt, and the appropriate knowledge has been obtained and understood by the child. When a child has mastered essential ICT skills it gives them mastery and control over the equipment, and this is how educators can help their children obtain the full benefits from ICT. As Potter et al. (2012, p.82) states “planning for ICT means developing an understanding of the ways in which young children think and learn.” Effective planning is the key to ensuring that there is progression already occurring in the early learning setting.”

 

You can read more about the importance of continuity and progression in lesson planning in early childhood education here.

 

 

Considering Educational Theories when Lesson Planning

A well-structured professional development plan for early childhood educators is grounded in educational theory. By incorporating the educational theories we provide into your lesson planning, you can create a more engaging and effective learning experience for young children. Our membership in the ICT in Education Teacher Academy is designed to guide you through this process, ensuring you understand how to apply these theories in your classroom.

 

For instance, much of the digital technology we discuss in our workshops is centered around allowing young children to construct knowledge. This approach is rooted in Constructivism, an educational theory pioneered by Papert and based on the work of Piaget, Dewey, and Montessori. By applying Constructivism in your teaching, you help children build knowledge through hands-on experiences and interactive learning.

 

Additionally, we incorporate the work of Vygotsky, who emphasized the importance of social interactions in learning. When integrating ICT in early childhood education, we focus on using technology as a tool to organize paired interactions during the problem-solving process. This helps children engage with technology in a meaningful way and fosters collaborative learning.

 

As a member of the ICT in Education Teacher Academy, you will have access to the resources and support needed to structure your lesson plans effectively, ensuring that technology is used to promote deeper, more meaningful learning outcomes. Our expert-led workshops and done-for-you lesson plans will help you integrate these educational theories into your daily teaching practices, supporting the development of key skills and knowledge in your students.

 

 

 

 

 

By continually reflecting on your practice and seeking out new educational theories and strategies, you will continue to improve your lesson plan and provide the best possible learning experience.

 

Activity plan example for early years:

Creative Development

Language and communication development

Problem-solving

 

 

Learning Activities

Planning Activities for Preschoolers

A key issue that you need to address is ‘What to consider when planning activities for preschoolers?’

When selecting learning activities for early childhood education that integrate ICT resources, it is important to ask these questions:

 

• What has the child gained in terms of knowledge, skill, or understanding?
• Have the learning activities helped them achieve something they might not have done in any way through the use of ICT?
• Will the equipment motivate the child to learn and have fun while learning?

 

In supporting the development of ICT capability, you might also like to consider:

• What is the educational purpose of the early learning activities – to develop ICT capability, to support learning in another area of the curriculum, or both?
• Will the children need to be monitored to identify opportune moments for intervention to enhance their skills?
• Does it provide children with experience in using ICT as a tool?
• Are there opportunities to observe and assess children’s ICT capabilities?

 

These are the questions that you need to ask when understanding how to plan activities for preschoolers that integrate ICT in early childhood education. We have incorporated developmentally appropriate activities and learning experiences in our lesson plans for early childhood education, available to members of the ICT in Education Teacher Academy.

 

Continuing on from the key question about ‘How to plan activities for preschoolers’ when integrating ICT, you might like to first:

• Read through your plans in advance – Whether you have created them yourself, as you would in our 10+ hour online workshop for preschool teachers, or by reviewing the preschool lesson plans from our short courses in the Academy, it’s worth the effort to look over the lesson plans and write up a supply list so that you know what you will need. Our ICT in Education Teacher Academy membership provides these ready-to-use lesson plans and resources to ensure you have everything you need to successfully integrate ICT.
• Make an inventory of the available technology in your ECE centre – Throughout all our online training for early childhood educators, we encourage the integration of the technology you already have. Make a list of them, whether they are working or non-working, toy technologies, or made technologies by the children themselves. As long as they are authentic and relevant to children’s lives today. Our membership gives you access to expert guidance on how to integrate and make the best use of the technology in your classroom.
• Gather all the materials you will need – There is nothing worse than planning to do a fun activity, telling the children about it, having them get excited about it, and then realizing you don’t have what you are after. The ICT in Education Teacher Academy offers practical resources and lesson plans that help you prepare with everything you need in advance.
• Do a pre-lesson – If it’s a new early learning activity, this is great to consider. The ICT in Education Teacher Academy ensures that you are well-prepared for any new activities through our training materials and planning resources.

 

By joining the ICT in Education Teacher Academy, you gain access to not just ready-to-use lesson plans for early childhood education, but also comprehensive professional development resources to help you integrate ICT effectively into your teaching. Our membership provides support for both your immediate lesson planning needs and long-term professional growth

 

 

 

Critically Reflecting on Learning

As with any lesson plans for preschool teachers, our resources are designed to be flexible, and we understand that they may need adaptation to fit your unique classroom dynamics. It’s essential for you to critically reflect on each lesson and continuously learn from your experiences so that every child gets the most out of their time in your care. Lesson plans for early childhood education should not only address developmental milestones but also incorporate important lessons on behavioral values, basic ethics, and social skills. While our plans are crafted with the holistic development of the child in mind, it’s up to you to adapt them to suit your specific circumstances and the individual needs of the children in your classroom—after all, you know your students best.

 

Our online professional development plan for early childhood educators supports this process by encouraging you to engage in ongoing reflection. By completing our online training and submitting a detailed reflection, you’ll have the opportunity to critically examine and discuss how you are integrating ICT resources with young children. This process not only helps you grow as an educator but also ensures that you are continually improving your practice. The ICT in Education Teacher Academy membership is specifically designed to guide you through this journey, aligning with the APST standard descriptors 2.6.2 and 3.4.2, and providing the structure you need to implement effective ICT strategies in your classroom.

 

By joining our membership, you gain access to a range of lesson plans for preschool teachers that prioritize child development and early childhood education lesson plans that support both ICT integration and your ongoing professional growth. These tools will help you foster an engaging learning environment while continuously reflecting and improving on your teaching practice.

 

 

Developing a Plan for Supporting ICT Capability in ECE

If you're looking to start or deepen the integration of ICT into the play and learning processes of children at your ECE centre, then the ICT in Education Teacher Academy membership is exactly what you need. Our professional development plan for early childhood educators is designed to support you at every step of the way. By joining, you will gain access to expertly developed lesson plans for early childhood education that are tailored to help you integrate ICT into your daily teaching practices, while enhancing your overall educational approach.

 

The professional development goals for early childhood educators embedded in our Academy’s online workshops are designed to guide you through each stage of ICT integration:

• Developing Staff Potential – We offer two educational paths: Discovery and Integrating ICT. Each path focuses on building digital literacy and utilizing available technology in the classroom. Through these paths, you will develop your ICT capabilities, gaining a strong understanding of how to use ICT to enhance young children’s learning. Additionally, you will learn practical skills to effectively implement these tools and make the most of the technology at your disposal.

• Classifying Your Position – If you are an ECE centre that has already started integrating ICT into your learning activities, you likely understand the importance of technology in early childhood education. However, if you’re looking to make the process more effective and impactful, it’s crucial to assess where you currently stand. Our professional development plan for early childhood educators will help you analyze your centre’s progress, providing insight into the key aspects of the process. This will allow you to identify areas for growth and improvement, making your ICT integration more streamlined and purposeful.

• Setting Up Your Goals and Objectives – Successful integration of ICT requires clear direction. Our membership ensures that you can set meaningful goals and objectives for your ICT journey, helping you understand not only why you want to integrate technology, but also how to effectively achieve it. You will learn to define success and track your progress, ensuring a successful transition to a more tech-integrated learning environment.

 

By joining the ICT in Education Teacher Academy, you’ll gain access to these resources and much more, equipping you with everything needed to make ICT a seamless and effective part of your ECE centre. Our membership provides ongoing support to help you reach your professional development goals, implement ICT strategies, and enhance the learning experience for both educators and students.

 

 

Professional Development: Supporting Growth in Early Childhood Education

Ongoing professional development is crucial for early childhood educators to stay current with new practices and strategies in child development. At the ICT in Education Teacher Academy, we provide educators with the tools they need to enhance their teaching through continuous professional learning. Our professional development goals for early childhood educators are embedded in everything we do, helping teachers align their personal growth with the needs of their classrooms.

 

Through our professional development plan for early childhood educators, teachers can set clear, actionable goals for their professional growth. Our ECE workbook helps educators reflect on their practice, identify areas for improvement, and develop strategies to achieve their goals. The workbook is structured to help educators track their progress and provide guidance on how to adjust their teaching strategies based on the latest research in early childhood development.

 

Our membership offers a unique opportunity for educators to engage in continuous professional development through workshops, lesson plans, and resources designed to improve both their practice and their students’ learning outcomes. The ECE workshop on planning and programming is an essential part of this, giving educators the structured support they need to design and implement effective, developmentally appropriate programs. This workshop covers everything from short term planning to long term educational goals, and is a vital resource for creating lesson plans for preschool teachers and early childhood education lesson plans that align with curriculum standards and meet children's developmental needs.

 

Done-for-You Lesson Plans for Preschool Teachers

One of the most valuable resources we offer through our membership is done-for-you lesson plans for preschool teachers. These lesson plans for early childhood education are designed to save time and support educators in delivering developmentally appropriate activities that engage children and promote learning.

 

Our lesson plans for preschool teachers are flexible, allowing educators to tailor them to meet the specific needs of their students. Each plan includes activity examples for early years, along with clear learning goals and objectives that align with educational standards. These lesson plans cover a variety of subjects, from math and literacy to arts and social skills, and are designed to help teachers foster creativity, critical thinking, and problem-solving skills in young children.

 

These lesson plans not only save teachers time but also ensure that every activity is purposeful and aligned with curriculum goals, enhancing the overall quality of education in early childhood settings.

 

 

Educators looking for lesson plans for early childhood education, activity plan examples for early years, or activities and learning experiences in ECD programs know one thing—planning can feel overwhelming without the right structure. Downloadable PDFs and Pinterest ideas often lack intentional learning goals, differentiation, or digital integration.

This is where the ICT in Education Teacher Academy membership becomes essential.

Inside the membership, you don’t just receive a list of preschool lesson plan ideas—you gain access to a complete planning and reflection system. Through our workbook, done-for-you lesson plans, community collaboration, and tools like the Wisdom Tool and Observation Guides, your approach to planning becomes structured, purposeful, and professionally rewarding.

Lesson Plans Backed by a Membership That Supports You

1. Bee Bot Dancing

📘 Best-Suited Workbook Tools: Lesson Planning Template (pg. 114), Observation Guide (pg. 101), Community Reflection Prompts (pg. 182)
Source: Creative Development – Bee Bot Dancing

Activity Description:
Children use Bee Bots to choreograph digital dance routines. Over multiple sessions, they create sequences, reflect on outcomes, and collaborate to refine movements.

Step-by-Step as a Member:

1. Member used the Wisdom Tool to search for ways to scaffold sequencing skills for younger learners.

2. With the Lesson Planning Template, they broke the activity into three progressive sessions.

3. The Observation Guide helped track children's verbal instructions and motor planning.

4. Posted the final routine video in the community to receive feedback on how to extend for collaborative programming.

5. Used the Community Reflection Prompts to identify the learning shift from play to problem-solving.

💡 Without the membership, Mia said she would never have thought to use the dance routine as a progression across sessions—or how to assess sequencing with intention.

2. Drawing with Programmable Toys

📘 Best-Suited Workbook Tools: Observation Guide, Critical Reflection Prompts, Differentiation Notes
Source: Drawing with Programmable Toys

Activity Description:
Children attach markers to programmable toys like Bee Bots to design visual patterns through directional input and movement.

Step-by-Step as a Member:

1. Used the Wisdom Tool to explore how other educators combined art and ICT in early learning.

2. Accessed the downloadable lesson plan, which included EYLF alignment and differentiation strategies.

3. Used the ICT Differentiation Table to prepare layered support—from random movement to full programming.

4. Children’s artwork was shared with members in the community, who offered display and storytelling extension ideas.

5. Reflected on outcomes using Critical Reflection Prompts to inform next steps in their visual arts unit.

💡 Without the membership, the educator would’ve stopped at a fun activity—missing the deeper links to EYLF 4.5 and visual communication.

3. Speech Bubbles & Digital Storytelling

📘 Best-Suited Workbook Tools: Lesson Planning Template, Reflection Field, Peer Collaboration Journal
Source: Speech Bubbles and Digital Storytelling

Activity Description:
Children take photos, then add speech bubbles using digital software to develop narrative understanding and expressive language.

Step-by-Step as a Member:

1. Found this idea inside the membership’s curated collection of digital communication activities.

2. Used the Lesson Planning Template to break the task into smaller steps with clear EYLF 5.3 goals.

3. Posted a question in the community: “How do I adapt this for children who struggle with expressive language?”

4. A fellow member replied with a visual icon resource that they were then able to download.

5. Tracked children’s use of language during the activity using the Observation Guide, and documented differentiated support levels.

💡 Without the membership, they may not have known how to adapt this idea for language delays—or how to assess the communication skill being developed.

4. Creative Name Writing

📘 Best-Suited Workbook Tools: ICT Capability Chart (pg. 5), Lesson Plan Modification Template (pg. 128), Membership Content Log
Source: Creative Name Writing

Activity Description:
Children type and design their names in MS Word or Paint 3D using font, colour, and digital layout tools to enhance letter recognition and creativity.

Step-by-Step as a Member:

1. Accessed the done-for-you lesson plan from the membership library and matched it to their early literacy focus.

2. Used the Lesson Plan Modification Template to tailor the activity for a group with mixed ICT skill levels.

3. Searched the Wisdom Tool for ideas on connecting this to phonics learning and letter sounds.

4. During implementation, used the ICT Capability Chart to track skill progression from support to independence.

5. Added student outcomes to their Membership Content Log, building evidence for APST documentation.

💡 Without the membership, the educator wouldn’t have had a clear system to monitor ICT skill development while also targeting early literacy.

5. Exploring Digital Art

📘 Best-Suited Workbook Tools: Reflection Field, TCK Planning Template, Community Feedback Log
Source: Creative Development ECE Lesson Plan

Activity Description:
Children explore digital vs. traditional art. They identify the features of ICT-produced images, then create their own using drawing software.

Step-by-Step as a Member:

1. Used the TCK section of the workbook to understand how this activity connects content (art), pedagogy, and technology.

2. Accessed planning prompts to help scaffold children’s reflection: “What can we do with digital tools that we can’t do with paint?”

3. Posted early examples in the community asking for ideas to extend this into a visual arts unit.

4. Used the Reflection Field to evaluate student commentary and cross-referenced it with EYLF 5.5.

5. Shared outcomes in a digital slideshow and submitted reflections as part of their APST documentation.

💡 Without the membership, this activity would’ve lacked meaningful integration with visual literacy and reflective teaching.

6. Technology Walk & Craft

📘 Best-Suited Workbook Tools: Lesson Planning Template, Critical Reflection Questions, Membership Community
Source: Technology Walk and Craft Activity

Activity Description:
Children observe and record the presence of technology in their environment, then represent it through hands-on creative play.

Step-by-Step as a Member:

1. Searched the Wisdom Tool for “ways to help children recognise ICT in daily life”.

2. Used the Planning Template to structure the walk, observation, and follow-up craft components.

3. Shared photos of the handmade technologies in the membership community. Members suggested using them for dramatic play scenarios.

4. Adapted the follow-up plan to include pretend play setups with roles like "camera operator" and "data entry assistant".

5. Reflected on how the children’s understanding of “what is technology?” evolved, using prompts in the workbook.

💡 Without the membership, the educator would have lacked both the idea for extension and the assessment framework to evaluate learning progression.

7. Bee Bots & Name Spelling

📘 Best-Suited Workbook Tools: ICT Differentiation Chart, Observation Guide, Membership Community
Source: Bee Bots – Language & Communication

Activity Description:
Children spell out their names by programming Bee Bots to visit letter cards, engaging in spatial reasoning and direction language.

Step-by-Step as a Member:

1. Discovered this idea through a community post where another member shared a photo of their classroom Bee Bot circuit.

2. Used the ICT Differentiation Chart to tailor instruction for different skill levels in directional language and ICT usage.

3. Observed children’s use of position and sequencing language using the Observation Guide.

4. Asked a follow-up question in the forum: “How can I use this to also build phonological awareness?” Received guidance linking to a digital alphabet resource.

5. Shared a video of the final spelling circuit and added the activity to their learning journal.

💡 Without the membership, the educator would’ve had a fun idea, but no pathway to extend it into literacy goals with ICT support.

8. Digital Storytelling with Apps

📘 Best-Suited Workbook Tools: Membership Content Log, Strategy Brainstorm Page, TPK Reflection Prompts
Source: Digital Storytelling – Communication

Activity Description:
Children use apps like ‘My Story’ or ‘Draw and Tell’ to create illustrated digital stories, developing creativity, sequencing, and expressive language.

Step-by-Step as a Member:

1. Watched the foundational workshop on “Using Technology to Support Language Development” inside the membership.

2. Used the Strategy Brainstorm section to list goals for integrating storytelling and drawing apps.

3. Engaged in a community discussion where another member shared a simple script structure for emerging storytellers.

4. After completing the activity, used the TPK Reflection Prompts to consider how the digital tool supported engagement.

5. Logged the story outcomes in the Membership Content Log and added screenshots to their APST portfolio.

💡 Without the membership, this digital storytelling activity would lack structure, purpose, and the network of support needed to make it successful.

 

 

 

 

 

 

 

 

 

 

 

 

 

How Our Membership Supports Early Childhood Education Planning

By becoming a member of the ICT in Education Teacher Academy, you gain access to a comprehensive set of resources designed to support both lesson planning and professional growth. Our membership includes:

• Done-for-you lesson plans that save time and support high-quality teaching.
• Professional development resources to help you set and achieve your professional development goals for early childhood educators.
• ECE workshops, including a specialized workshop on planning and programming, to provide ongoing learning opportunities for teachers to refine their skills and knowledge.
• Support for planning activities for preschoolers and implementing them in a way that aligns with developmental milestones.

Join today for just $20 AUD per month or $200 AUD per year (2 months free). Unlock the tools, lesson plans, and professional development opportunities that will help you create engaging, developmentally appropriate learning experiences for your students and enhance your teaching practice.