ACAMIS ECE 2026Our audit
Before the
Prompt
Play, trust, and agency in early childhood
Where are we now?
Reflect on adult provision. This is not an assessment of children or staff. Choose relevant areas; N/A is excluded.
Hunt stickers · suggested tags
Verify device model/settings; drawings not counted.
Our first paw-stepWith whom (a role, not a name)
One thing we already do well
One thing we want to grow
ACAMIS ECE 2026Our audit
Our six areas
Tick adult provision this term. Write N/A beside areas that do not apply or lack evidence; these are excluded from suggestions.
0 · Not yet
1 · Noticing
2 · Inviting
3 · Embedded
1. Shared values & storiesAdults connect technology routines to familiar values, stories or another effective approach.
No shared approach to technology values yet.
Adults sometimes connect a routine to a familiar value or story.
Adults plan a shared approach and offer different ways to join.
Adults review and adapt the approach with colleagues, children and families.
2. Tech has a homeAdults provide visible device homes and support safe routines.
No agreed device homes or routines yet.
Adults return devices and sometimes model the routine.
Adults provide labelled homes and support children to join safely.
Adults consistently adapt and review routines for each child’s access needs.
3. Play before screensAdults provide varied play opportunities and consider what a screen adds or displaces.
Technology opportunities rely mainly on screens.
Adults sometimes offer low-tech or pretend alternatives.
Adults plan hands-on alternatives and genuine choices.
Adults review children’s participation and adjust the balance of play and media.
4. Capture & shareAdults support children to revisit and share learning within permissions.
Documentation is mainly for adult records.
Adults sometimes revisit documentation with children.
Adults offer photos, drawings or objects and respect sharing choices.
Adults review access and permissions and offer meaningful family sharing routes.
5. Honest, precise languageAdults model pretend framing, uncertainty and checking.
Adults have not agreed how to explain devices or pretend characters.
Some adults model precise language sometimes.
Adults agree phrases and model checking with multiple ways to respond.
Adults review their language and adapt it to children’s questions and home languages.
6. Families in the loopAdults offer accessible two-way communication and respect different family choices.
Communication about technology is mainly reactive.
Adults sometimes share ideas with families.
Adults offer translated or accessible prompts and several ways to respond.
Adults use feedback to adapt practice; attendance or disclosure is never required.
