C & C!!

Computers for Kindergartners and Early Primary Children

As children enter kindergarten and the primary grades, it is important that they continue to have access to a computer center with a library of developmentally appropriate software. Children need opportunities to make choices about some of their computer experiences. In addition, kindergarten or primary-grade teachers will want to use the computer for more directed activities that match their learning objectives. For example, to enhance language skills, children can compose a letter to a friend or relative using the template provided in ClarisWorks for Kids or similar software. Children could also work in small groups using software such as Scholastic's Magic School Bus Explores the Rainforest to compare two of the seven ecozones in the program. Using software such as Edmark's Kids' Desk: Internet Safe, other small groups can investigate these two ecozones on Internet Web sites selected by the teacher. The groups then merge to share their discoveries and write a report on the ecozones, illustrating each with pictures drawn by members of the group or downloaded from the Internet sites. Through exploring computer experiences, these children build memory skills, learn how to seek out information, use knowledge until they have a clear understanding from multiple sources, and integrate their knowledge of how each ecosystem functions. In the process, they learn to delegate responsibility, interact with others, solve problems, and cooperate to reach a goal.

C & C!!

Computers for Kindergartners and Early Primary Children

As children enter kindergarten and the primary grades, it is important that they continue to have access to a computer center with a library of developmentally appropriate software. Children need opportunities to make choices about some of their computer experiences. In addition, kindergarten or primary-grade teachers will want to use the computer for more directed activities that match their learning objectives. For example, to enhance language skills, children can compose a letter to a friend or relative using the template provided in ClarisWorks for Kids or similar software. Children could also work in small groups using software such as Scholastic's Magic School Bus Explores the Rainforest to compare two of the seven ecozones in the program. Using software such as Edmark's Kids' Desk: Internet Safe, other small groups can investigate these two ecozones on Internet Web sites selected by the teacher. The groups then merge to share their discoveries and write a report on the ecozones, illustrating each with pictures drawn by members of the group or downloaded from the Internet sites. Through exploring computer experiences, these children build memory skills, learn how to seek out information, use knowledge until they have a clear understanding from multiple sources, and integrate their knowledge of how each ecosystem functions. In the process, they learn to delegate responsibility, interact with others, solve problems, and cooperate to reach a goal.

Computers And Children!!

The Importance of Selecting Developmentally Appropriate Computer Experiences

Every criticism launched regarding children’s computer use is true if computers are used in non-developmentally appropriate ways. Computers are merely a tool or

Like pencils or markers, they can be used in developmentally appropriate ways and have dramatic impacts on learning (Haugland, 1992) or they can be used in developmentally inappropriate ways, which will not teach children and may even be detrimental to their development (Haugland, 1992).

This research demonstrated that children using developmental software have significant gains in ….Children exposed to non-developmental software had none of these gains and significant losses in creativity. This research highlights the critical importance of software selection.

Like all learning resources we provide young children software and web sites need to be carefully evaluated to determine whether they are developmentally appropriate. Unfortunately many times a tour of classrooms will demonstrate that while teachers have excellent models of developmentally appropriate activities in all other areas of the classroom, the computer center falls short. All too often the software is selected based upon claims of publishers or glitzy packaging and advertising, but does not reflect the developmental needs and interests of children. Most teachers do not have the background to evaluate the developmental appropriateness of software and web sites. In addition, the opportunities to preview software are very limited and many software and web site descriptions make it hard to determine how a program actually functions.