ED438926 2000-03-00 Computers and

Young Children. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

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Computers and Young Children. ERIC Digest................................ 1

WHEN TO INTRODUCE CHILDREN TO COMPUTERS................ 2

DEVELOPMENTALLY APPROPRIATE COMPUTER ACTIVITIES....2

BENEFITS OF COMPUTER USE........................................... 3

INTEGRATION OF COMPUTERS INTO THE CLASSROOM.......... 4

TEACHER TRAINING..........................................................4

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FOR MORE INFORMATION..................................................5

ERIC Identifier: ED438926

Publication Date: 2000-03-00

Author: Haugland, Susan W.

Source: ERIC Clearinghouse on Elementary and Early Childhood Education

Champaign IL.

Computers and Young Children. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

Whether we use technology with young children--and if so, how-are critical issues facing

early childhood educators and parents. This Digest discusses questions about when

ED438926 2000-03-00 Computers and Young Children. ERIC Digest. Page 1 of 7
children should start using computers; developmentally appropriate computer activities

in preschool, kindergarten, and early primary classrooms; benefits of computer use;

integration of computers into classrooms; and teacher training.

WHEN TO INTRODUCE CHILDREN TO

COMPUTERS

Many researchers do not recommend that children under 3 years old use computers

(e.g., Hohman, 1998). Computers simply do not match their learning style. Children

younger than 3 learn through their bodies: their eyes, ears, mouths, hands, and legs.

Although they may return over and over again to an activity, they are full of movement,

changing focus frequently. Computers are not a good choice for the developmental

skills these children are learning to master: crawling, walking, talking, and making

friends.

DEVELOPMENTALLY APPROPRIATE

COMPUTER ACTIVITIES

Unfortunately, computers are used all too often in ways that are developmentally

inappropriate. One study (U.S. Congress, 1995) found that while "schools are steadily

increasing their access to new technologies . . . most teachers use these technologies

in traditional ways, including drills in basic skills and instructional games" (p. 103).

Clements (1994) makes a similar point, noting, "What we as early childhood educators

are presently doing most often with computers is what research and NAEYC guidelines

say we should be doing least often" (p. 33).

Papert (1998) stresses that computers have an impact on children when the computer

provides concrete experiences, children have free access and control the learning

experience, children and teachers learn together, teachers encourage peer tutoring, and

teachers use computers to teach powerful ideas.

Developmentally appropriate ways to use computers with 3- and 4-year-olds are

different from the ways we use computers in kindergarten and the primary grades.

COMPUTERS AND PRESCHOOLERS. Children 3 and 4 years of age are

developmentally ready to explore computers, and most early childhood educators see

the computer center as a valuable activity center for learning. Timing is crucial. Children

need plenty of time to experiment and explore. Young children are comfortable clicking

various options to see what is going to happen next. Teachers may want to intervene

when children appear frustrated or when nothing seems to be happening. Frequently,

just a quick word or two, even from across the room, reminds children what they need to

do next to reach their desired goal. Providing children with minimal help teaches them

they can operate the computer successfully. In addition, by observing what children are

doing, the teacher can ask probing questions or propose problems to enhance and

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Page 2 of 7 ED438926 2000-03-00 Computers and Young Children. ERIC Digest.
expand children's computer experiences.

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.

BENEFITS OF COMPUTER USE

Research has shown that 3- and 4-year-old children who use computers with supporting

activities that reinforce the major objectives of the programs have significantly greater

developmental gains when compared to children without computer experiences in

similar classrooms-gains in intelligence, nonverbal skills, structural knowledge,

long-term memory, manual dexterity, verbal skills, problem solving, abstraction, and

conceptual skills (Haugland, 1992).

The benefits of providing computers to kindergarten and primary-grade children vary

depending upon the kind of computer experiences offered and how frequently children

have access to computers. The potential gains for kindergarten and primary children are

tremendous, including improved motor skills, enhanced mathematical thinking,

increased creativity, higher scores on tests of critical thinking and problem solving,

higher levels of what Nastasi and Clements (1994) term effectance motivation (the

belief that they can change or affect their environment), and increased scores on

standardized language assessments.

In addition, computers enhance children's self-concept, and children demonstrate

increasing levels of spoken communication and cooperation. Children share leadership

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ED438926 2000-03-00 Computers and Young Children. ERIC Digest. Page 3 of 7
roles more frequently and develop positive attitudes toward learning (Clements, 1994;

Cardelle-Elawar & Wetzel, 1995; Adams, 1996; Denning & Smith, 1997; Haugland &

Wright, 1997; Matthew, 1997).

INTEGRATION OF COMPUTERS INTO THE

CLASSROOM

Early childhood programs serve diverse populations and have different schedules,

curriculums, staffing patterns, resources, and so on. Goals for computer use and the

steps that schools take to integrate computers into their classrooms may be completely

different but equally successful.

A viable beginning is for teachers, administrators, and parents to share magazine,

journal, and newspaper articles they have seen regarding children using computers. A

study group of all the individuals who have expressed interest in children using

computers can then be organized. The next step is to summarize the benefits of using

computers with young children and to discuss goals for the year, including the cost of

computers and teacher training.

A first goal may be obtaining computers. The ratio of computers to young children is

important--at most 1 to 7, preferably 1 to 5. If this ratio cannot be met with the resources

available, it is far better to use a set of computers in a classroom for a month, quarter,

or semester and then rotate them to another classroom. Equal access for children is

essential; even the most talented teacher will have difficulty integrating computers into

his or her classroom with only one computer.

To help in computer selection, the study group can seek out mentors who have

expertise using computers. These mentors might be teachers currently using

computers, a professor at a college, or leaders in business. The study group may also

want to brainstorm possible fund-raising activities and explore the possibility of

obtaining used computers from businesses-making sure the computers have the

capacity to run software that is currently being marketed for young children.

TEACHER TRAINING

Teacher training is essential for computers to be an effective teaching tool. A recent

report reveals that only a few teachers in a relatively small number of schools have

been trained to maximize technology use in classrooms (Gatewood & Conrad, 1997).

Training opportunities enable teachers to build skills and confidence and learn

strategies to integrate computers into their curriculum. Epstein (1993) identified four

critical components of training: practical experience, workshops, models and mentors,

and supervisory follow-up.

As a first step, teachers can explore software that is developmentally appropriate for

their classrooms. Teachers can then discuss the potential learning objectives of the

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Page 4 of 7 ED438926 2000-03-00 Computers and Young Children. ERIC Digest.
programs and activities they could use to integrate particular software in their

classrooms. Teachers can also participate in workshops that integrate the

developmental theory and research regarding computer use with hands-on experiences.

Mentors can also provide teachers with affirmation, support, and suggestions for

classroom use.

As teachers implement technology into the classroom, their vision of the role of

technology in teaching and learning will undoubtedly change. Administrators need to

continually support teachers in their quest to discover how technology can best enhance

children's learning.

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Condensed by permission from Susan W. Haugland, "What Role Should Technology

Play in Young Children's Learning?" Young Children, 54(6), 26-31. Copyright 1999 by

the National Association for the Education of Young Children. PS 529 922.

FOR MORE INFORMATION

Adams, P. E. (1996). Hypermedia in the classroom using earth and space science

CD-ROMs. JOURNAL OF COMPUTERS IN MATHEMATICS AND SCIENCE

TEACHING, 15(1/2), 19-34. EJ 526 533.

Cardelle-Elawar, M., & Wetzel, K. (1995). Students and computers as partners in

developing students' problem-solving skills. JOURNAL OF RESEARCH ON

COMPUTING IN EDUCATION, 27(4), 378-401. EJ 514 985.

Clements, D. H. (1994). The uniqueness of the computer as a learning tool: Insights

from research and practice. In J. L. Wright & D. D. Shade (Eds.), YOUNG CHILDREN:

ACTIVE LEARNERS IN A TECHNOLOGICAL AGE. Washington, DC: NAEYC. ED 380

242.

Denning, R., & Smith, P. J. (1997). Cooperative learning and technology. JOURNAL OF

COMPUTERS IN MATHEMATICS AND SCIENCE TEACHING, 16(2/3), 177-200. EJ

567 943.

Epstein, A. S. (1993). TRAINING FOR QUALITY. Ypsilanti, MI: High/Scope Press. ED

370 674.

Gatewood, T. E., & Conrad, S. H. (1997). Is your school's technology up-to-date? A

practical guide for assessing technology in elementary schools. CHILDHOOD

EDUCATION, 73(4), 249-251. EJ 544 883.

Haugland, S. W. (1992). The effect of computer software on preschool children's

developmental gains. JOURNAL OF COMPUTING IN CHILDHOOD EDUCATION, 3(1),

15-30. EJ 438 238.

ERIC Resource Center www.eric.ed.gov

ED438926 2000-03-00 Computers and Young Children. ERIC Digest. Page 5 of 7
Haugland, S. W., & Wright, J. L. (1997). YOUNG CHILDREN AND TECHNOLOGY: A

WORLD OF DISCOVERY. New York: Allyn & Bacon.

Hohman, C. (1998). Evaluating and selecting software for children. CHILD CARE

INFORMATION EXCHANGE, 123, 60-62.

Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks

and traditional print storybooks on reading comprehension. JOURNAL OF RESEARCH

ON COMPUTING IN EDUCATION, 29(3), 263-273. EJ 544 678.

Nastasi, B. K., & Clements, D. H. (1994). Effectance motivation, perceived scholastic

competence, and higher-order thinking in two cooperative computer environments.

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 10(3), 249-275. EJ 486 806.

Papert, S. (1998, September 1). Technology in schools: To support the system or

render it obsolete. MILKEN EXCHANGE ON EDUCATION TECHNOLOGY [Online].

Available: http://www. mff.org/edtech/article.taf?_function=detail&Content_uid1=106

[2000, January 25].

U.S. Congress. Office of Technology Assessment. (1995). TEACHERS AND

TECHNOLOGY: MAKING THE CONNECTION. (OTA-EHR-616). Washington, DC:

GPO. ED 386 155.

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References identified with an ED (ERIC document), EJ (ERIC journal), or PS number

are cited in the ERIC database. Most documents are available in ERIC microfiche

collections at more than 900 locations worldwide, and can be ordered through EDRS:

(800) 443-ERIC. Journal articles are available from the original journal, interlibrary loan

services, or article reproduction clearinghouses such as UnCover (800-787-7979) or ISI

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ERIC DIGESTS ARE IN THE PUBLIC DOMAIN AND MAY BE FREELY

REPRODUCED.

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This project has been funded at least in part with Federal funds from the U.S.

Department of Education, Office of Educational Research and Improvement, under

contract no. ED-99-CO-0020. The content of this publication does not necessarily reflect

the views or policies of the U.S. Department of Education, nor does mention of trade

names, commercial products, or organizations imply endorsement by the U.S.

Government.

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Page 6 of 7 ED438926 2000-03-00 Computers and Young Children. ERIC Digest.
Title: Computers and Young Children. ERIC Digest.

Note: Condensed from "What Role Should Technology Play in Young Childrens'

Learning?" by Susan Haugland, see CIJE EJ 597 728.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC Clearinghouse on Elementary and Early Childhood Education,

University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135

(Toll Free); e-mail: ericece@uiuc.edu. For full text: http://ericece.org/pubs/digests.html.

Descriptors: Computer Literacy, Computer Uses in Education, Developmentally

Appropriate Practices, Early Childhood Education, Teaching Methods, Young Children

Identifiers: ERIC Digests

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