Digital competence

• Children learn to name the digital devices present in their learning environment and to identify common symbols.
• Children learn to smoothly switch between different media devices.
• Children use digital learning environments with multiple senses.
• Together, they explore and reflect on technology in everyday environments. They examine their own toys and discuss the significance of technology in their lives.
• Children learn to turn on and off a mobile device, charge it, take photos, record videos, and search for them in the photo gallery.
  They view the children's photos and videos through slideshows on the iPad. They also practice using screen mirroring, such as viewing digital exhibitions of the children's creations.
• Children get to explore and use various educational apps in an experimental and playful way to support learning in different subject areas.
• Technical tools like magnifying glasses and tape measures are used alongside the iPad's own apps. This provides a practical dimension to learning, and it is beneficial that children reflect on how these apps function.
• Guardians are involved in the activities by getting to see the slideshows created by the children.
• Children learn what a web browser is and what it means to surf the internet, and discussions are held about what the internet is.
• They learn terms related to the usage and functionality principles of digital environments.
• Together, they learn to develop and follow simple instructions for digital services.
• Children practice typing skills and the basics of using a keyboard and familiarize themselves with using a computer mouse.

• Children are given the opportunity to be creative producers while practicing various skills in inspiring and creative learning environments.
• Together, they play games and explore their logic, invent new games, and modify familiar ones. Game-like elements are used in digital environments.
• Children get to experiment with editing images and videos in diverse and playful ways. They create animations and various video projects.
• Digital environments are used for language play. Children's first steps towards reading and writing development are also supported with the help of digital environments.
• Children create and interpret messages in digital environments and are given the opportunity to produce texts in line with the expanded concept of text.
• They practice printing and using images they have created in various art forms.
• Children create their own projects and use digital environments to tell their own stories.
• By reflecting on their projects and discussing the differences between reality and fantasy, children develop an understanding of how to distinguish between what is real and what is imagined.
• They make simple diagrams.

• Ensures that tools promoting digital competence are in appropriate use and used effectively. Staff informs the provider of early childhood education about any deficiencies in the learning environment if needed.
• Demonstrates examples of appropriate use and introduces children to the tools and devices in the learning environment, helping them learn that technology is a natural part of the learning environment.
• Uses terms related to the usage and functional principles of digital environments.
• Is aware of where to get support for using digital environments and actively seeks support when needed.
• Discusses the potential use of children’s own equipment and digital devices with guardians.
• Knows digital services related to children's pre-school education and uses them appropriately.
• Uses digital environments as part of supporting children's development and learning. Children are offered the chance to use digital learning environments with multiple senses.
• Together with the children, different educational apps are used experimentally and playfully as a support for children's learning.
• Digital services actively in pedagogical documentation.
• Provides children the means to create their own projects and use digital tools to tell their own stories. Children are encouraged to explore and create using their imagination.
• Supports children's ability to understand and analyze information to create a healthy critical understanding of sources from an early age.
• Staff participates in further training to promote digital competence, knows where to get support for using digital environments, and applies for support when needed.

• Explore the children's digital world and current phenomena together.
• Children practice using the equipment safely and carefully with the staff.
• Discuss what copyright means – content created by someone else cannot be used without permission. Staff ask for consent before publishing images of children or their work.
• Discuss the routines and usage of digital environments and digital services with guardians.
• Children are informed about the digital services used in connection with educational documentation.
• Make children aware of the sustainable use of technology and that renewing and using it consumes natural resources.
• Children gain experience and practice long-term activities in digital environments, such as when working on projects.

• Special attention is paid to safety and secure working methods when exploring digital services together.
• Discuss with the children about passwords and usernames and why they shouldn't be shared.
• Practice the first steps of critical reading together.
• Discuss age limits, their importance, and familiarize with the symbols for them.
• Children learn how to act if they encounter problems in a digital service and are encouraged to share their experiences in digital environments.

• Together, they practice good ergonomics and the importance of taking breaks, including stretching, exercising, and moving regularly.
• Children are provided with digital environments that encourage movement. Exercise videos or apps that promote movement and activity are recommended.
• Digital tools and equipment are available, and children are encouraged to use them for play and learning.
• They learn to pay attention to the sound quality and volume of the devices, as well as the lighting and screen brightness.
• Children gain experience in long-term activities in digital environments.

• Ensures tools and equipment are available for children, encouraging their use in play and learning.
• Discusses routines and use of digital environments with guardians.
• Utilizes secure digital services to support interaction according to the developmental level and with special support.
• Familiarizes with children's digital world and current phenomena together with the children.
• Staff ensures all guardians have access to information in digital services; official and unofficial communications are distinguished.
• Agrees with guardians on taking and publishing photos, and on publishing what the child has produced.
• Talks with children about digital services used in educational documentation.
• Staff considers data protection and copyright when publishing photos of children and their works.
• Respects children's privacy protection in digital environments.
• Knows and follows data protection and information security guidelines.
• Ensures information security when publishing children's photos and work.
• Informs guardians about the processing of personal data (including Koski) according to the instructions given by the provider of preschool education.
• Knows what a data block marking is and can inform families about the processing of data covered by the data block marking according to the guidelines from the early childhood education provider. * Data block marking involves using secure data storage systems, restricting access to authorized persons, and informing families about how their child's data is protected according to the block marking guidelines to ensure safe and respectful treatment of the children's private information.
• Talks with children about sustainable use of technology and how renewing and using it consumes natural resources.
• Offers children content that is high-quality from both a user and educational perspective.
  
  
  

• Discuss problems with children that could be solved with technology. Children also learn to describe how a problem could possibly be solved.
• Children explore information searching together with the staff by looking up things that interest them as well as current topics and phenomena.
• Children practice basic use of browsers. There are discussions about the reliability of information according to the expanded concept of text, and they practice critically evaluating information. The expanded concept of text related to multiliteracy means that texts can be verbal, visual, auditory, numerical, or kinesthetic symbol systems, or combinations of these.
• Consider which search term is the most appropriate when looking for information. Allow children to practice writing search terms and doing image and voice searches on their own.
• Consider which search term is the most appropriate when looking for information. Allow children to practice writing search terms and doing image and voice searches on their own.
• Classifications and groupings are done in a playful and game-inspired manner in digital services. Children become familiar with concept maps and learn to create them digitally, as mind maps.
• Connections are created, and words are put to and relationships made visible between different phenomena.
  
  

• Children are encouraged to ask questions, which they explore together for answers using digital services.
• Children get to know and experiment with technology and digital environments in versatile ways through imagination and play.
• Educational apps and creative apps that allow children to be producers are used in diverse ways.
• Children use images and videos extensively and practice combining them with sound, text, or animation.
• Children are encouraged to bring their ideas to life using user-friendly applications. For example, they test, invent, build, and create.
• Children are assisted in bringing their ideas to fruition in digital environments by combining analog and digital materials. Their imagination and play are enriched by the possibilities offered by digital environments.

• Familiarize themselves with information searching by seeking information together with the children on topics that interest them and on current themes and phenomena.
• Discuss the reliability of information according to the expanded concept of text. Together with the children, practice critically evaluating information.
• Discuss with the children about problems that could be solved with technology and how they could be addressed. Together with the children, learn to describe how a problem could be solved.
• Start from the children's perspective when presenting information. Information is presented using language, images, and body language.
• Utilize skills children have learned in early childhood education about investigative and creative use of technology, and deepen practice in the steps of investigative processes. Foster motivation for exploratory work. Children are given the opportunity to try creative work in digital services according to the expanded text concept.
• Enrich children's imagination and play with the possibilities in digital environments.
• Investigations are made using technology and digital environments. These are used to make observations, organize information, and understand information.
• Conduct longer projects where exploration is supported by technology and digital environments. Children's involvement in the project, their thoughts, and ideas are considered as staff challenge and deepen children's initiatives using technology and digital environments.
• The staff supports children's personal ways of expressing themselves and provides conditions for versatile attempts and forms of expression using digital environments.
• Create content in digital services that interests children and use playful and game-inspired working methods.

• Each child receives diverse opportunities to participate and actively influence the planning, implementation, and evaluation of play and learning using digital tools.
• The children practice creating their own content using a digital environment already in use.
• Children immerse themselves in fictional roles, stories, and narratives through digital opportunities.
• Together they consider what types of images and messages can be sent and how it feels to receive different messages.
• Practice using emojis appropriately.
• Practice communicative skills in collaborative digital work. The children are given opportunities for interaction in individual and alternative ways.
• They learn to help a friend when needed. Practice socio-emotional skills, working together, and preventing bullying.
• Familiarize themselves with the staff using digital services that increase participation.
• The children practice interacting in digital services with another group/another daycare center/an external party, while also practicing appropriate behavior in a digital service.
  
  

• Utilizes the opportunities offered by digitalization to create an environment where everyone can excel according to their development, age, and capabilities.
• Maintains a positive attitude towards interactive digital services. Together, they solve any problems encountered in digital services.
• Uses digital opportunities together with the children to immerse themselves in fictional roles, stories, and narratives, while also practicing teamwork.
• Familiarizes together with the children with digital services that enhance participation.
• The staff uses digital services to keep in touch with guardians and strengthen interactions.
• Uses closed social services appropriately. Together with the children, they practice producing their own content using a digital environment already in use.
• Provides children with opportunities for interaction in individual and alternative ways.
• Familiarizes together with the children with digital services that enhance participation.
• Uses digital environments to make children's thoughts and interests visible.
• Strengthens children's belief in their own ability to influence and ensures that every child has diverse opportunities to participate and influence through digital services.
  
  

Digital services refer to applications and programs used in education.

• Jamf Safe Internet
• Päikky
• Prion
• Widgit online

In a general sense, digital environments refer to all digital solutions, services, devices, and tools used in teaching.