Using the
Wii in Reception
Reception class have been using the wii during the first half
of Spring term. We have been doing a lot
of work on direction and combined use of the BeeBots in class, the Bee Bot
programme in computer lessons and the Mario Kart game on the wii to reinforce
understanding of this.
Some of the children found using the Bee Bots quite tricky as
they did not always understand that the Bee Bot needed to be facing the
direction it was going in; they were egocentric in their thinking and could not
tackle the task from the point of view of the Bee Bot. By using the Mario Kart game their view was
always the direction of travel (even if it was towards a wall!!).
Initially I introduced the Wii to the children during freeflow
activities so they could gain some experience in directing their Kart. This also allowed for the initial excitement
and fascination to be overcome. The
communication and discussion generated between the children as they played
alongside each other was enhanced with the different settings, characters and
Kart designs.
Following an assortment of speaking and listening activities
and the ICT activities that we have been doing, the children are now able to
give some commentary on the events of the race that they take part in; with
much enthusiasm and laughter.
New vocabulary that has been introduced and reinforced by
using the Wii:
Straight ahead through
Forwards over
Backwards overtake
Left crash!
/bash/smash
Right next to
Reverse under
Off track
The children’s understanding of ordinal numbers has also been
reinforced by talking about positions that they have finished each race in.
By using the Wii, all areas of the EYFS curriculum have been
enhanced:
PSED – taking in turns when using the Wii and waiting
patiently for their turns. Recall of any
experiences from home with family members.
PD – fine and gross motor development when turning the wheel
and using the controls. Good hand eye
coordination development; cause and effect.
C&L – communication and interaction skills have been
enhanced at different levels; when talking about strategies before, during and
after the activities. By considering
what might happen, is happening or has happened, the children have developed
their thought processes and communicative language.
L – the children have developed their descriptive language to
describe characters, settings, vehicles and what is happening.
M – understanding of position, direction and ordinal numbers
has been reinforced through practical activities that the children could relate
to.
UW – Most of the children were able to develop their skills
when using the equipment and became more independent with setting up each game
during the process.
EA&D – The children were confident when identifying colours,
characters and designs etc. that they wanted to use during their game.
