Digital competence

• The staff introduces children to the tools and devices available in the learning environment.
• Together, they explore and reflect on the technology in daily environments, learning that technology is a natural part of it.
• Children learn to name the digital devices in the learning environment and identify the most common symbols.
• Together, they practice using the equipment safely and carefully. Children get to practice using the features and functions of a mobile device, such as turning on, turning off, and charging an iPad.
• They take pictures and view them together on an iPad or use screen mirroring to a larger screen.
• They use educational apps together, supported by an adult.
• Apps are integrated into various learning environments while exploring how to achieve desired outcomes with these apps' usage.
• They develop the ability to smoothly switch between different media devices.
• Children learn what a web browser is, what it means to surf, and discuss what the internet is.
• Together, they explore the children's own toys and how they work.

• Children practice various creative forms of expression, such as drawing, writing their names, photographing, video recording, and editing content with simple functions.
• Together, they create photo and video projects, use sound recording, and create digital books collaboratively. The children make animations and simple charts.
• Digital learning environments are used as part of the support for development and learning. These environments engage multiple senses for language play and storytelling.
• The children, alongside the staff, familiarize themselves with different applications in an experimental and playful manner, exploring educational themes.
• Children practice playful reading and writing; the first steps towards reading and writing development are supported through digital environments.
• Children practice creating their own and shared digital books, in line with the expanded concept of text, where texts can be verbal, visual, auditory, numerical, or kinesthetic symbols, or a combination of these.
• They explore and test different digital pens and keyboards, practicing various ways to control devices with the children.
• Together, they play games, explore their logic, invent new games, and modify familiar games with the children. Game elements are used in digital environments.

• Ensures that tools for promoting digital competence are used appropriately and informs the early childhood education provider of any shortcomings in the learning environment if necessary.

• Demonstrates examples of purposeful use of technology in everyday life.
• Introduces children to the various tools and devices available in the learning environment. Together with the children, they explore how technology forms a natural part of the learning environment.
• Discusses the potential use of children's own equipment and digital devices with guardians.
• Is familiar with and uses appropriate digital services relevant to the child's early childhood education. Actively uses digital services in pedagogical documentation.
• Discusses problems with children and explores how technology can be used to solve them. They also teach children to describe potential solutions to problems.
• Supports children's ability to understand and analyze information to develop a sound critical thinking from an early age.
• Staff participates in further education that promotes digital competence.
• Staff are aware of where to get support for using digital environments and actively seek support when needed.

• Together, rules for the use of the group's iPads are developed.
• The staff asks the children for permission before publishing pictures of them or their work and teaches them the importance of having permission to take and publish photos.
• There’s a discussion with the children about the digital services used in educational documentation.
• They collectively consider age limits for apps and screen time for digital devices.
• Together, they explore the children's digital world and the current phenomena surrounding it.
• Children are only offered content suitable for their age and developmental level.
• They practice the first steps of critical reading together.

• Practice using digital devices with different settings, such as volume, and practice creating a peaceful work environment for others. Discuss situations where using headphones is appropriate.
• Children get to use different apps together with the staff for short periods at a time. Together they reflect on how to end the use of digital devices.
• Work together on practicing good ergonomics and taking breaks. Stretch, exercise, and move around a lot and regularly.
• Children are offered digital environments that encourage movement. Workout videos or apps that promote movement and activity are recommended.

• The staff and children practice together to use the equipment safely and carefully.
• Ensure that tools and equipment are accessible to the children, encouraging them to use them in play and learning.
• Responsible for monitoring screen time and ensuring digital devices are used for their intended purpose.
• Offer children only content that suits their age and developmental level.
• Consider data protection when publishing images of the children and their work.
• Inform guardians about the processing of personal data, including Varda, according to municipal guidelines.
• Discuss routines and the use of digital environments and services with guardians.
• Agree with guardians on whether photos of the children can be taken and published, as well as the publication of the children's work.
• Ensure that all guardians can access information in digital services (e.g., Päikky and Prion). Differentiate between official and unofficial communication.
• Ask the children for permission before publishing images of them or their work and teach them the importance of having permission to take and publish photos.
• Are familiar with data protection and information security guidelines and follow them closely.
• Have knowledge of the meaning of a security marking* and can inform families about the processing of data covered by the security marking according to the guidelines from the provider of early childhood education. *Security marking involves using secure data storage systems, limiting access to authorized individuals, and informing families about how their children's data is protected according to the security marking's guidelines to ensure the safe and respectful handling of children's private information.
  
  

• Digital environments are used to highlight children's thoughts and interests, as well as to provide experiences on how one can participate in shared activities through digital services. The opportunities offered by digitalization are utilized to create an environment where everyone can excel according to their development, age, and capabilities.
• Together with the children, simple emojis are explored with a focus on emotional education. In the collaborative digital work, special attention is paid to emotional skills and communication skills, as well as preventing bullying.
• Children actively participate in the planning, execution, and evaluation of play and learning using digital environments.
• Digital opportunities are used for children to immerse themselves in fictional roles, fairy tales, and stories.

• Maintains a positive attitude towards interactive digital services and uses them together to explore fictional roles, tales, and stories.
• Digital services are used to keep in touch with guardians and enhance interaction. Closed social services like Prion are used purposefully, and children practice creating their own content in these digital environments.
• Any problems with digital services are solved together. Children practice socio-emotional skills and actively work to prevent bullying.
• Each child is ensured diverse opportunities to participate and influence, and the staff strengthens children's belief in their ability to make an impact using digital services.

• Children practice using a web browser with staff, considering appropriate search terms.
• Children practice image and voice searches with staff.
• Through fun and inspiring activities with elements of games, classifications and groupings in digital services are created together.
• Children's development of critical literacy is supported by discussing what is true in the digital world.
• Together, children practice recognizing age limit symbols on the internet.

• Through investigative methods, children become familiar with everyday technology.
• Creative projects containing digital elements are carried out with the children, encouraging them to create and build new things together.
• Investigations are conducted using technology and digital environments. These are used to make observations, organize information, and comprehend data.
• Children's individual modes of expression and opportunities are supported by allowing them to experiment with creative production using digital services.
• By collaboratively creating content with images and videos, the use of pedagogical digital documentation is encouraged.
• Children participate through project work as a form of activity where they are involved in planning, reflecting, and evaluating.
• Children are encouraged to ask questions, and together, answers are sought with the help of digital services.

• Inspires children to explore by sparking motivation and curiosity.
• Information is presented with children at the center through the use of language, images, and physical expressions. The staff adapts the content of the information to meet the individual needs of the children.
• Children's initiatives are listened to and deepened using the possibilities offered by digital environments. Children are given the opportunity to engage in creative work using digital services according to the expanded concept of text.
• The reliability of information is reviewed and discussed according to the expanded concept of text, where texts can be verbal, visual, auditory, numerical, kinesthetic symbols, or a combination of these.

Digital services refer to applications and programs used in early childhood education.

• Päikky
• Prion
• Widgit online
• Polyglutt

Digital environments generally refer to all digital solutions, services, devices, and tools used in early childhood education.