{"id":19443,"date":"2020-03-17T13:47:03","date_gmt":"2020-03-17T13:47:03","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?page_id=970"},"modified":"2020-03-17T13:47:03","modified_gmt":"2020-03-17T13:47:03","slug":"cyber-resilience-and-internet-safety-elc-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/elc-4\/cyber-resilience-and-internet-safety-elc-2\/","title":{"rendered":"Cyber Resilience and Internet Safety (ELC)"},"content":{"rendered":"
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This section aims to support ELC practitioners support younger learners develop awareness of Cyber Resilience and Internet Safety.\u00a0 The associated CLPL is: This is Early Level Digital \u2013 CRIS webinars new for 23\/24<\/a><\/h1>\n

You can also\u00a0look for all the relevant ELC\/early level practitioner YELLOW events on our CLPL calendar on the Webinars page.<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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Digital technology allows us to access information at the click or tap of our fingers. If children are enthusiastic to find an answer to a particular topic, we no longer have to wait until we can access a particular book to help them research to find the answers. We no longer have the problems of a scratched CD or a cassette tape with the tape all pulled out and tangled because we can instantly stream music!<\/span>\u200b\u200b<\/p>\n

Scotland\u2019s National policy for Early Years, Realising the Ambition Being Me,\u00a0 talks about digital technologies providing opportunities to design <\/span>unique learning spaces\u00a0<\/span><\/b>for the children. Bringing resources and experiences virtually into the setting can lead learning well-beyond what was originally planned.<\/em> There are so many wonderful opportunities for young children to learn through virtual environments, and this has bridged a gap in more recent times, for example, accessing recordings of their practitioners from nursery or grandparents reading them a story or joining live streams with <\/span>Bookbug<\/span><\/a>.<\/a>\u00a0<\/span><\/p>\n

\u200b<\/strong>Cyber resilience and internet safety is everyone\u2019s responsibility. \u00a0What can we do as practitioners to ensure children are safe online?<\/strong> <\/span>\u200b<\/p>\n

\u200bIn any type of play experiences on offer, whether it be child initiated or adult directed play, in the moment or a planned provocation, we risk assess; is the area safe, is the equipment safe, we always take cognisance of any associated risks to ensure children are safe from harm or will be adequality supported to manage and learn from those risks themselves and develop resilience. <\/span>\u200b<\/p>\n

For example, are there safety goggles available at the woodwork area? Are there helmets for the bikes? Is there water beside the firepit?\u00a0 Are our devices set up with appropriate web filtering for children of this age group?<\/span>\u200b<\/p>\n

\u200b\u200bIn order to help identify associated risks, we must first identify the different types of online behaviours. Through the This is early level Digital: CRIS<\/a><\/em> series of webinars, you learn about the three different categories of online behaviour, what that looks like at early level and the associated risks.<\/p>\n