Computers and young children
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ap- propriate computer activities in preschool, kindergarten, and early from the
ways we use computers in kindergarten and the
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Clearinghouse on Elementary and Early Childhood Education University of Illinois • 51 Gerty Drive • Champaign, IL 61820-7469 ERIC DIGEST (217) 333-1386 • (800) 583-4135 (Voice/TTY) • ericeece@uiuc.edu • http://ericeece.org March 2000 • EDO-PS-00-4 Computers and Young Children Susan W. Haugland Whether we use technology with young children—and if so, successfully. In addition, by observing what children are do- how—are critical issues facing early childhood educators and ing, the teacher can ask probing questions or propose prob- parents. This Digest discusses questions about when lems to enhance and expand children’s computer children should start using computers; developmentally ap- experiences. propriate computer activities in preschool, kindergarten, and Computers for Kindergartners and Early Primary Children. early primary classrooms; benefits of computer use; integra- As children enter kindergarten and the primary grades, it is tion of computers into classrooms; and teacher training. important that they continue to have access to a computer When to Introduce Children to Computers center with a library of developmentally appropriate software. Children need opportunities to make choices about some of Many researchers do not recommend that children under 3 their computer experiences. In addition, kindergarten or years old use computers (e.g., Hohmann, 1998). Computers primary-grade teachers will want to use the computer for simply do not match their learning style. Children younger more directed activities that match their learning objectives. than 3 learn through their bodies: their eyes, ears, mouths, For example, to enhance language skills, children can hands, and legs. Although they may return over and over compose a letter to a friend or relative using the template again to an activity, they are full of movement, changing provided in ClarisWorks for Kids or similar software. focus frequently. Computers are not a good choice for the developmental skills these children are learning to master: Children could also work in small groups. For example, one crawling, walking, talking, and making friends. group might use software such as Scholastic’s Magic School Bus Explores the Rainforest to compare two of the seven Developmentally Appropriate Computer Activities ecozones in the program. Using software such as Edmark’s Unfortunately, computers are used all too often in ways that Kids’ Desk: Internet Safe, other small groups can investigate are developmentally inappropriate. One study (U.S. these two ecozones on Internet Web sites selected by the Congress, 1995) found that while “schools are steadily teacher. The groups might then merge to share their increasing their access to new technologies . . . most discoveries and write a report on the ecozones, illustrating teachers use these technologies in traditional ways, including each with pictures drawn by members of the group or drills in basic skills and instructional games” (p. 103). downloaded from the Internet sites. Through exploring Clements (1994) makes a similar point, noting, “What we as computer experiences, these children build memory skills, early childhood educators are presently doing most often learn how to seek out information from multiple sources until with computers is what research and NAEYC guidelines say they have a clear understanding of ecosystems, and we should be doing least often” (p. 33). integrate their knowledge of how each ecosystem functions. In the process, they learn to delegate responsibility, interact Papert (1998) stresses that computers have an impact on children when the computer provides concrete experiences, with others, solve problems, and cooperate to reach a goal. children have free access and control the learning Benefits of Computer Use experience, children and teachers learn together, teachers Research has shown that 3- and 4-year-old children who use encourage peer tutoring, and teachers use computers to computers with supporting activities that reinforce the major teach powerful ideas. objectives of the programs have significantly greater Developmentally appropriate ways to use computers with 3- developmental gains when compared to children without and 4-year-olds are different from the ways we use computer experiences in similar classrooms—gains in computers in kindergarten and the primary grades. intelligence, nonverbal skills, structural knowledge, long-term Computers and Preschoolers. Children 3 and 4 years of age memory, manual dexterity, verbal skills, problem solving, are developmentally ready to explore computers, and most abstraction, and conceptual skills (Haugland, 1992). early childhood educators see the computer center as a The benefits of providing computers to kindergarten and valuable activity center for learning. Timing is crucial. Chil- primary-grade children vary depending upon the kind of dren need plenty of time to experiment and explore. Young computer experiences offered and how frequently children children are comfortable clicking various options to see what have access to computers. The potential gains for is going to happen next. Teachers may want to intervene kindergarten and primary children are tremendous, including when children appear frustrated or when nothing seems to improved motor skills, enhanced mathematical thinking, be happening. Frequently, just a quick word or two, even increased creativity, higher scores on tests of critical thinking from across the room, reminds children what they need to do and problem solving, higher levels of what Nastasi and next to reach their desired goal. Providing children with Clements (1994) term effectance motivation (the belief that minimal help teaches them they can operate the computer they can change or affect their environment), and increased
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