nwrel young children and technology. nwrel kaiser family foundation zero to six (2003)
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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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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