Review by Sally Hamler
The NAEYC ( National Association for the Education of
Young Children)position statement about the use of the
computer in early childhood programs stresses the
importance of computers being a supplement to learning
and not a replacement for other developmentallky
appropriate practices. The use of the computer and
software programs should be evaluated and judged based
on how effective and productive it is for the young
child.The programs selected should "offer opportunities
for collabkorative play, learning, and
creation."(NAEYC,1996).
The NAEYC guidelines also points out that the early
childhood educator needs to be an active participant in
learning the technology and needs training to do this. I
think this is very important and learning how to
evaluate web sites and software for the classroom is
very important to teaching. I have reviewed several
pieces of software and have discovered many are not good
contributions to learning. I have also found many that
provide a wonderful learning experience for children.
Reviews by Kimberly Worlow
Article #1 "Computers and Young Children" by Douglas Clements, Ph.D
and Jane
Healy, Ph.D., Scholastic Early Childhood Today, October 1999.
This article is a presentation of two points of view on wether or not
children under age seven should be introduced to computers. Dr. Clements
believes that if the child enjoys the experience, there is no evidence
that
computer use is harmful. He does stress though that the interaction
and
encouragement of the adult is most beneficial, just like reading a
story
together. He also presents research that support the fact that computer
work
does enhance social interaction. Dr. Healy, on the other hand, feels
that
computer use before age seven leads to a lack of social, emotional
and
language interaction and can also cause serious attention problems.
She feels
that computers threaten supportive human environments which are vital
for
children under seven. Overall, this article has two very well presented
arguments. It is thought provoking and leaves the reader with several
options
for balancing computer usage for their young children.
Article #2 "Early years are learning years: Technology in early childhood
programs". Release #8 published by the National Association for the
Education
of Young Children.
This article contains advice for early childhood professionals who are
using
technology in their classrooms. It encourages teachers to be assess
all
computer software and learning tools to determine wether it is
developmentally appropriate. It also advises teachers to integrate
computers
into daily learning activities and not to disrupt current programs.
It also
strongly advises that teachers provide equal computer access for each
student. In addition, the article suggests that teachers should seek
parental
involvement on the benefits of technology for their child's education.
In
summary, the article maintains that if used appropriately, technology
can
improve children's thinking, encourage cooperation, reflect productive
ways
of solving problems, and help them develop good relationships with
their
peers. Good Advice!!!
Bibliographies for Early Childhood Development by Christopher Greene
Artricle #1:
Toch, Thomas. "The New Education Bazaar". US News & World Report,
April 27,
1998.
This article is a study of charter schools, primarily one operated
in
Arizona, and how the founder, James Alvorson, and his main employee,
David
Mackey, generate income, recruit students, and construct their innovative
curriculum. These concepts are compared and contrasted
with other charter
schools throughout the country.
Article #2
"Study Finds Better Scores in Sunnier Classrooms" The Hartford Courant,
taken
from The Seattle Times. October 13, 1999.
A study conducted by Pacific Gas and Electric, a California utility,
in order
to promote natural light to save energy, found that in three school
districts
(in Seattle, Fort Collins, Colorado, and Orange County, CA) students
in rooms
with the most natural light scored 7 to 13 % (Seattle and Ft. Collins)
to
20-26%(Orange County) higher on math and reading tests than those with
the
least light.
Article #3:
Brownlee, Shannon. "Inside the Teen Brain". US News & World Report.
August 9,
1999.
An explanation by the author as to why, it is believed, that teens act
the
way they do, from battling authority figures, to insolence and rages
It has
been discovered that the teen brain is far from mature, with most
neurotransmitters not in place until the early 20's, and different
regions of
the brain develop on differing time tables.
Article #4
Dickinson, Amy. "Kinder Grind". Time Magazine, November 8, 1999.
Vol. 154
No. 19 Special Issue.
Dickinson questions whether or not we are forcing children to learn
too
quickly or if we should let them learn at their own pace instead.
The need
to prepare for standardized tests instead of social skills is seen
as a
driving force, but it may be hindering the child in the long run.
Reviews from: Laura L. Lambert
1st Article summary:
"Developmentally Appropriate Software for Young Children" by Susan
W.
Haugland and Daniel D. Shade, Young Children, 5/88.
This article is dated, considering how rapidly computers
are
changing. However, it has a pro-computer philosophy. The
authors state
ten suggestions for picking developmentally appropriate software.
Each
of these ten suggestions are still valid today. Examples are
age
appropriateness, clear instructions, and independent explorations to
name a few. Then the authors rate by survey eight different software
programs. I didn't recognize any of the names so this part I
feel was
pretty dated (old). All in all, I feel that about half of this
article
could be applied to today's computer usage.
2nd summary
"Computers and Young Children, a Review of Research". by, Douglas
H.
Clements, Young Children, 11/87.
This was an extremely well written article, even
though it is 12
years old. Many of the issues that were raised can still be concerns
today. It covers many survey topics, with many studies sited,
most of
which had interesting ideas concerning computers. It was a pro-computer
article with statements that made sense. The article covers topics
such
as, children's approaches to computers, developmental appropriateness,
social and emotional development with computer usage, cognitive and
language development, writing, reading, and math skill levels are all
discussed. It was a very informative article for me and opened
up my
eyes to many issues. It was well worth reading!
3rd article:
"Computer assisted instruction and cognitive development in
preschoolers", by, Rosalyn Chute and John Miksad, Child Study Journal,
(1997).
This was an updated and extensive article examining
the use of
computers with preschool age children. Much of the research was
sited
on computer usage among 3-5 year olds. It compared cognitive,
social,
and language development in this age group. The article discusses
many
different software programs as well. The results of an extensive
study
is published within this article including the grafts. The study
concerned the ability of computers to maintain the attention of the
students. Parts of this article were interesting but much
of it was
over my head.
A review by Peter J. Crump
Children as software reviewers, Wilson, Linda J. Childhood
Education 1998, Sum v74
n4 p250-52.
This segment of Childhood Education talks about how
children's opinions,
evaluations, and descriptions of software is a valuable tool in evaluating
how
computers can be used in the learning process. These Childhood
reviews can be an
informal way of testing educational software. The article also
suggests three web sites
that review children's software.
Four Reviews by Anne Tucker
NAEYC Position Statement: Technology and Young Children - Ages
Three
through Eight
Young Children
Volume 51 Number 6
April 1996
Reviewed by Anne Tucker
NAEYC (National Association for the Education of Young Children) clearly
outlines it's position on the uses of technology in the classroom.
This
article addresses seven areas or issues relating to technology's
use
with young children: the role of the teacher, the potential benefits,
the integration into the typical learning environment, equitable access,
including children with special needs, stereotyping and violence in
software, the role of teachers and parents as advocates and technology
and professional development.
Developmentally Appropriate Software for Young Children
Susan Haugland and Daniel D. Shade
Young Children
May 1988
Reviewed by Anne Tucker
This article discusses the types of computer experiences
that are
valuable to young children. The authors believe that the correct
approach is to apply the principles of developmental learning as defined
by Jean Piaget.
The authors discuss Microworlds. Microworlds
are defined by Seymour
Papert are "discovery oriented interactions with computers".
He further
defines them as "task domains" or "problem spaces".
Using four microworlds as the basis the authors
believe ten criteria
emerge for distinguishing software as developmentally appropriate.
Finally the authors apply these ten criteria to
software currently
on the market including Reader Rabbit.
Using Technology to Enhance Early Learning Experiences
Kirsten Haugen
Childcare Information Exchange
September 1998
Reviewed by Anne Tucker
The author discusses the positive impact computers
used with
developmentally appropriate software can have on children particularly
those with disabilities. Products and strategies to accomodate children
with disabilities are discussed.
The author uses studies from the UCLA Intervention
program a Sioux
Falls program, and TOT a project literacy project in
Charlotte-Mecklenberg schools to illlustrate her findings.
Finally the author discusses concrete ways to incorporate
the
computer into the classroom curriculum and provides an extensive list
on
what is needed to put a computer into your classroom.
Computers for Infants and Young Children
David Elkind
Child Care Information Exchange
September 1998
Reviewed by Anne Tucker
This author takes a very negative view on the use
of computers with
young children.
He is totally opposed to children under the age of three using computers
at all. He believes that it will harm the parent child relationship
and
introduce the very young child to the stress of "getting it right"
therefore it will impair the child's sense of trust and security.
He believes that some exposure to computers
for children over age
three will do no harm but will have no benefit. He thinks it's
unlikely
that it will give children and edge in computer literacy, self
confidence or self esteem.
Technology and School Change: New Lamps for Old?
Douglas H. Clements, Sudha Swaminathan
Childhood Education
Volume 41 #5 1995
Reviewed by Crystal Morin
The advantages of technology are thoroughly examined with particular
focus on how this technology should be used. It brings up important questions
such as Should Learning be Child or teacher initiated?, Should lessons
be concrete or flexible?, and Should
work be done on or off the computer? Children can become much
more motivated to do work if technology can make it more interesting, yet
still just as productive. This is just another reassurance that technology
and computers have a place in the classroom.
Enhancing Children's Sense of Self and Community Through Utilizing Computers
Susan Haugland
Early Childhood Education Journal
Volume 23 #4 1996
Reviewed by Crystal Morin
This article discusses how computers can not only be an educational
tool, but a social and emotional boosting machine. It examines how children
can use computers to write and tell stories to one another. With
appropriate software children can feel good a
bout the work they have created. This is also a great way for children
to express their feelings.
Article Title: Preschoolers Learn to Write Letters
Authors: Xavier Bornas, Mareu Servera, and Jordi Llabres
Article Length: 4 pages
Reviewed by: Nicole Belanger
Location of Article:
http://www.coe.uh.edu/insite/elec-pub/html1996/21youngc.htm
The article examins the problems that some children have in learning
how to write. Some of the write their letters backwards, or have
trouble writing something that resembles a letter. The article suggests
that part of the problem is that when teachers show children how to
form a letter, the child doesn't get the opportunity to see how the letter
is formed. The child only sees the end result. The article
suggests that one solution to this problem is to use the computer program
Vispro.Grfies: Dynamic Models for Learning to Write. What this program
does is to show the child the formation of letters in small steps. This
way the child can model what is shown on the computer screen on a sheet
of paper. Children can ask for the computer to model the letter as
many times as it is necessary for them to learn to write the letter properly.
Title- Young ChildAuthors Glenn DeVoogd and A.C. Blackburn
Location http://www.coe.uh.edu/insite/elec_pub/html1996/21youngc.htm
This article points out that it is very rare to hear of early childhood
education and technology together. However it is becoming a lot
more
common. This is due to the fact that new software is being developed
that incorporates bright colors and has a lot of activity. This
makes
computers more interesting for children. The article also says
that
having computers in the classroom allows for teachers to keep in touch
with other teachers so that they can keep up to date with the latest
developments in education.