Transcript No Slide Title

Young Children and
Technology
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Kaiser Family Foundation Zero to Six (2003)
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Kaiser Family Foundation Zero to Six (2003)
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67 % of preschoolers use computers
80 % of kindergarteners use computers
23 % of preschoolers have been online
32 % of kindergarteners use the Internet
US Dept. of Education, NCES Issue Brief, June 2005
Data collected October 2003
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Children’s Development
* Social and Emotional Development
* Language Development
* Physical Well-being
* Cognitive Development
Does technology fit?
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Research on computer use suggests
positive learning benefits for young
children.
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Research on computer use suggests
positive learning benefits for young
children.
Computers can be particularly useful
tools for enhancing social, language,
and cognitive skills. (Seng, 1998)
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Social and Emotional Development
* As much social interaction took place
around computers as in other play areas.
* Children rarely were at the computer alone
– joined in partners and triads.
* Initially children take turns, then help or
teach, then collaborate.
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Children’s interactions are affected by the
environment, adult support, and the software
they use.
The role of the teacher or adult is important
for facilitation and creating a supportive
environment.
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Language Development
* Computers are a catalyst for conversations.
* Language activity is almost twice as high
as at blocks, art, Play-Doh, or games.
* Children tell and write more elaborate
stories about computer graphics than static
pictures.
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Computers serve as an avenue to social
interaction among children, working
cooperatively, gaining confidence in
themselves, controlling their
environments, and making gains in
language and communication.
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Children’s computer use can
* Enhance children’s self-concept
* Increase levels of spoken
communication and cooperation
* Help bridge concrete and abstract
thinking
* Develop positive attitudes toward
learning
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* Children share leadership roles more
frequently.
* Children with access to computers
performed better on measures of school
readiness and cognitive development.
* Preschoolers more readily express ideas &
experiment using talking word processors.
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Software
Developmental software
* Can be controlled by the child
* Allows real decisions and active learning
* Involves multiple senses
* Reflects and builds on what they know
* Applies to real problems with real-life
connections
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Software - continued
* Open-ended software encourages exploration,
extends thinking, and fosters collaboration.
* Children using developmental software
showed gains in intelligence, non-verbal
skills, and long-term memory.
* Adding supplemental activities led to gains in
verbal, problem solving, and conceptual skills
also.
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Software - continued
* Computer Assisted Instruction for about
10 minutes per day benefits primary-grade
children’s skills.
* Drill and practice software can encourage
turn-taking, but also competition.
* Children should understand the concept
before using drill and practice.
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Children learn a language best
by using it to communicate
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Environment rich in language
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Effective Ways to Promote Literacy:
* Immersion in a print-rich environment, tools
for children to see and use written language
* Everyday experiences with print expose
children to reading and writing for a purpose
* Opportunities to engage in play that
incorporates literacy tools
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Digital Images
* Immediacy
* Springboard for language
* Record & document experience
* Reflect, revisit, and revise
* Share information
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Put the correct
date on the
calendar
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Blending Pictures and Words
* Young children
write by drawing
* Draw pictures
and record voices
* Digital images
and words
* Electronic books
or slide shows
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Talking Word Processors
* Allow for experimentation – does it
“sound” right?
* Offer immediate feedback, & experience
with both oral and written language
* Provide support for children
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www.netc.org/earlyconnections
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Technology is a tool that can provide another
way for children to learn and make sense of
their world.
With thoughtful use computers and other
forms of technology can support and extend
learning and increase educational
opportunities for children, offering
additional ways to explore, create, and
communicate.
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Judy Van Scoter
Northwest Educational Technology Consortium
Northwest Regional Educational Laboratory
101 SW Main Street
Portland, OR 97204
503-275-9488 — [email protected]
www.netc.org/earlyconnections
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