ExchangeEveryDay Past Issues

Young children's development is hampered with the use of computers. Children's brains develop in concert with their ability to explore the world through all of their senses. Children can become dependent on the instant, extraordinary visual rewards that a computer can deliver. Finally, adults can become dependent on computer use by children under the false pretense that children are learning and expanding their world.

There is considerable and expanding research that supports that synapse and brain density directly correlates to the sensory and physical input that children recieve in their youngest years. Chilren need to run, climb, jump, fall, smell, hear, taste, clap, pedal, swing, rock...in short, interact with their environment by adjusting their body and actions to what the physical environment, not to mention people, input. If a child is permitted to interact using limited physical skills (see, click, hear, click, think, click), leaving the rest of the body and senses unstimulated, I mantain that those synapses are pruned, leaving areas of the brain underdeveloped, thereby arresting development.

Computers are fascinating and yield fanatstic visual stimulation with very little physical effort. While this could be a motivation and benefit for some disabled children, maintaining the effort to actually learn and apply skills such as folding, cutting, coloring, painting etc... is not rewarded with equal end products. Children become discouraged at their skill level and rely more and more on the computer to reward their efforts if permitted.

Adults must interact with children, especially those who have difficulty with self-regulation. These are the very children who are most likely to be plopped down in front of a computer without the benefit of adults looking at alternative activities that would help a child SELF-regulate.

I say, why do they need what a computer has to offer before their body and brain have developed sufficiently to problem solve, physically and mentally interacting with thier physical world?

Although children should be have access to computer technology. I am not sure that it is necessary for three and four year olds. I found in our classroom if the computer was on some children would rather play on it then engage in other activities. I finally decided to take out the computer

This law sounds ideal but unfortunately the stiuations that single mothers have to endure are not taken into consideration by employers, courts, etc. Therefore, it is the children that end up getting hurt at the end. They live in poverty and usually are exposed to dangerous situations when left in the care of a stranger, underage siblings, or even alone.

this "sound off" fascinated me enough that i wound up writing an issues paper on the topic, attempting to consider both sides of the issue... i also spoke with a parent of a child with special needs that told me how computers in their ability not to "judge" accepted him in ways even a diversity camp could not or would not do...
that being said, i wonder what would happen if instead of training teachers on technology use, and instead of the high cost of technology purchases, we in the field dedicated that same effort and expense to anti-bias and inclusion work, to play, to investigating reggio, etc...
ultimately the question may be moot... perhaps technology will decide for us that it will be in our classes... perhaps technology will decide for us how children play and interact... perhaps technology will decide for us the nature of social interaction... perhaps technology already has decided...
clearly, we teachers do not have the unified voice to stop it...
the line was drawn in the sand years ago... we didn't pay attention then...
now corporations market in our schools, and in many places preschool is little more than a boot camp for k-12 systems... which are little more than a farm system for our corporate world...
play versus technology? how about humanity versus technology... and humanity has already surrendered.

People can "talk the talk" about computers, but in the numerous classrooms I visit as a consultant, I see blatant abuse of this medium. To a young child, computers provide, nothing more than as Diane Levin terms it, "screen time." Her insight is evident to the astute observer by the child's glassy-eyed gaze at the screen, resembling a mesmerized Zombie more than an intent learner. Most of the software is not open-ended and it's use is sedentary, so the "opportunity cost" is that the users aren't up and about being creative and exploratory. Although never admitted, teachers often employ the computer as a "babysitter," because it is a way of getting more "difficult" children to sit still. Thus, children are allowed to sit and stare as long as they want, relinquishing time that might be spent in more active/hands-on pursuits. Most crucially is the gross motor time children are not being provided as is evident in all the obesity research. If the money spent on computers was used for climbers, what a different message there would be for children and parents about priorities. None of us had computers at this age, yet we've managed to figure them out fairly well as the need arose. Ironically, exposure to computers now is a little bit like expecting them to learn Mores Code. By the time they will be old enough to practically use one, it will be outdated by the next generation of information technology. The "sexiness" of technology often lures in more advocates than it warrants. How refreshing it would be for our field to get even more excited about "scrounge art" or obstacle courses, since the effects of these types of activities have a much more lasting impact on a child's future potential.

I think I've got a funny twist to this one! A parent interested in our program called asking about our program--all the usual questions. What is your ratio, are the teachers CPR Certified, etc. She also asked "Do you teach computers? Do you teach Spanish or French?" We explained that we do not offer "lessons" in Spanish or French and as far as computers, we do have them in the classroom, but only as another choice for the children that want to use them. Her very next question was, "Do they need to be potty trained?" I laughed so hard after she hung up thinking, why would you be worried about computers and foreign language when your kid is still in diaper! Parents are getting way to far ahead of what this age group really needs!

Like other tools for learning, the computer is only one of a wide array of tools and should be used in a playful way with young children. There's a fine line, though, and parents and teachers need to be careful not to cross that line to "teach" concepts and skills that are not age appropriate. Computers can never replace the value of child-chosen play activities where children are actively engaged in learning about the world, physically, socially as well as intellectually.

The world is now living in the era of high technologies where computers are now a part of our lifestyle. In Singapore, the need to be able to be knowledgeable and assesible about basic computer management is becoming a norm in life. The nation is now moving towards computer literate society.

The curriculum in preschool centre is also changing and computer-based programme is now becoming acceptable and necessary. Although computer-based learning is not yet compulsory but it has been observed that children who comes from a household background display more ease in exploring the computer. What is amazing is their ability to surf the internet and explore the world outside theirs - virtually!

The child care centre I am working in adopt computer-based learning. Different age-group will have their computer-based curriculum geared towards age-appropriateness. For example, the twos and threes are allowed short exploration of computer session while the kindergartens will learn how to transfer their creative write-ups into the computer.

Children need to be allowed to optimize their learning potential and providing computer-based learning is one way for them to explore other means of learning.

I am in the opinion that children should not be deprived of learning using the technologies of computers.

I feel that since most familes have computers at home the children are being exposed to them. I do not believe they belong in the Nursery School classroom. Children should be doing hands on experiments and math skills. Running and climbing and using their problem solving skills in the real world not on a picture screen. Children are getting as addicted to computers as televisions and I don't think either belong in a early childhood classroom.

Hi, I am a preschool teacher in the state government system in Queensland, Australia. Here we are definitely seeing an increase in computer use and knowledge in our students on entering preschool. These children are aged 4 and 5 years. We have 2 computers per classroom in our school, soon to be 3, and these are used in an integrated way in our programs, along with other ICTs tools, such as digital camera, computer microscope, personal laptop computer, and digital video camera. While educational software (open-ended) is available daily for the children to use, I am finding that we are using ICTs more for parent communication, and investigations within the program. The internet has become a wonderful research tool for our class, and opens up the world to us! Through digital photography, we show the parents on an almost daily basis, the terrific learning experiences taking place in our centre. It has been an innovative and exciting time!

How can children take risk sitting in a chair, they need to be outside, running, yelling, sliding down the slide, swinging on the swings and telling secrets to their friends. They need to be digging in the sand and watering the plants. They need to be building dams and rivers and making playdough. Painting refridgerator boxes to make a house and pulling thier friends around in a wagon, peddling the trike and playing fireman, doctor, house. They do not need to be sitting at a computer!!!

I have had two student computers in my pre-K 4 class for the past 5 years. When we have labs I do not make it their first choice. I request that the students do a theme related activity first. Dramatic play, art, blocks, sand, water, science. Then the computers are open. We were housed in an elementary school this year and once a week the whole class went to the computer lab. Many of my students (15) do not have computers at home. We did basic intro to the computer. We had an on line pre-reading and number activity program that they all seemed to enjoy. They did drawings on the computers. The class is on it's way to kindergarten and I feel they are not overwhelmed by the computers. They will take the next step up this fall as they continue with a weekly computer lab time.

We must accept that computers are now integral to the lives of Americans. Even those who do not use them are in a database somewhere on someone's computer. Preschool is a good time to introduce them in a non-threatening way when used with high quality software. Computers may not be essential to those children who have access to then outside of school, but in Head Start and State Funded programs, where families may not have computers at home I think they start children on a necessary path to tech literacy.

I felt sad reading this report. There is very little evidence that supports learning through computers or television for children under age five. There is very little research that speaks to how flashing lights and noises associated with computers program and television shows impacts on or influences brain development. When looking at the research regarding the increase of ADD/ADHD, one might wonder if children are being over stimlated and this might alter brain development. I don't understand the need to expose very young children to this medium. To me, it makes much more sense to provide environments where children can: "ask [their] own questions, try out [their] own ideas, explore what is aound [them} share what we find... Then [children] will discover [their] voices, explore the world and tell what they know, in a hundred languages." "adapted from Pam Houk and Lella Gandini"

I have no problems with computers being available in early childhood settings for children to explore if they want to, just as they would any other area available to them. Because it is going to be an increasingly large part of their lives, it is good for children to become confortable with this technology. My concern would be the time it takes away from the socialising activities of early chidhood and the time spent on computers that would otherwise be spent in more physical or other creative areas of play. I think it needs to be carefully monitored by EC teachers who understand both computers and the needs of young chidlren.

The children are with us Sept. - May, only 2 1/2 hrs. 2 or 3 days/week. Many live out in the country and do not have close playmates. So, we do not use computers. Our stress is on the social interaction, hands-on activities, small group and large group activities. From what the children tell us, many have and use computers at home.

There is nothing inherently wrong with computers in preschool. Very creative and interactive programs are offered on my classroom computer. I take the time to integrate the computer programs with our monthly thematic units in the same way I integrate a variety of learning experiences. Young children want to explore technology just as we do! In my class we often use our computer in circletime after typical activities are concluded. The children in my class enjoy listening to stories as we instantly translate them from English to Swahili, Japanese, French, and Russian! I believe this exposure to multiple languages on a regular basis is of great benefit to children . All of us have become comfortable with words from several different cultures now.
Without the computer, this would never have happened. It does not replace our quality programming and our emphasis on sensory activities, nature, and the development of social skills through play, but it does provide an enriching and positive experience that my whole class enjoys. Technology is fascinating to children, and guided exposure to technology in preschool is quite acceptable to me.

My 5 year-old grand-daughter has been doing color, number,decision making, ect. programs on the Internet for a couple of years. Things are going much more smoothly now that she can recognize letters and numbers and is also learning some words. She works with an adult or, after the appropriate program is opened, she will work by herself sometimes for over an hour. I think it is a wonderful tool for preschoolers. My question is, should I attempt to teach her keyboarding rules? She is quite adept at "hunt and pick" but I don't want her to continue with that method. Any suggestions? Mary Hallquist, Professor, Concordia College, Moorhead, MN

I feel that computers in a preschool setting is a good thing. The computer assists with hand and eye coordination, the munipulation of the mouse and key board also help with small motor skills for very yong children. Cognitive skills come into play because the child has to think of a sequence of steps in
to initiate the activity or game. The use of the computer brings an different element to the classroom, it can be used as alternative way to teach a skill that a child may not be able to grasp through the tradition way teaching. Majority of the elementary schools have computer in the classroom for the children to work on and many of todays homes have computers. Since Pre-K is a readiness program that allows many children to transition with ease into aublic or private school setting; why not kept them abreast when it comes to technology in the classroom. I feel, not only should the children be exposed but the teacher should have training on how to incorporate the computer into the daily lesson.

Computers are not appropriate for young children especially in the classroom. A classroom needs to support play as a primary source of learning for young children. Computers are unnecessary and potentially harmful as a deterent to play. I know of several preschoolers who are already addicted to computer games etc. and we as EC educatators need to offer a refuge from the computer.

Computers in classrooms for preschoolers seems to me to be a typical educators' syllogism-computers are important and useful tools, young children need to learn to use tools, young children need to learn to use computers. In a desire to be on the cutting edge we fail to question this assumption. WHY do young children need to use computers? It's not to gain eye-hand coordination-they do that lots better by using playdough and Lego. It's not to learn to problem solve-they do that lots better with blocks and one another. It's not to learn anything meaningful about the world-they do that by going on walks, cooking, exploring materials, and reading books. It's not to become creative thinkers. They already ARE creative thinkers as long as we get out of their way and give them the freedom and materials to think creatively. AND it's not to learn to use computers. The computers and the software that our preschoolers will use meaningfully in 5 to 10 years will be vastly different from the ones we have today. The ONLY reasons for computers in the preschool classroom are:
1. to make a good impression on others who think that it's important
2. to give children the idea of what a computer is and to build some positive associations with it
These are not good enough reasons to devote limited resources (money and space and children's time) on computers that will be out-of date and need replacing at still more expense in two years.

The young developing brain needs movement and input from all the senses in order for cognitive understanding and learning. All the traditional and developmentally appropriate preschool curriculum use movement and experiential and sensory activities to feed information into the brain for processing and to help organize the brain's understanding of the world. This lays a foundation for academic understanding, creativity, and leaps of genius. Sitting in front of a computer can teach facts with no real life understanding, it can overstimulate the frontal processing portions of the brain, it does not foster social skills or real life activities which are so important for academic learning. I have yet to see a real scientific, longitudinal study that shows an advantage to such early exposure to computers. Open ended activities are the ones that truly help intelligence. Computer learning is very structured and linear. We don't even know accurately how the young brain interprets what it sees on the screen. And how does that young brain then translate what it views to real life experience and learning? We encounter children who can rattle off facts, but have no idea what they are really all about. I want to raise thinkers and creators, innovators and artists. The developing brain needs a richness of experience in order for that to happen. We all know now that there is an addictive quality to working on the computer, playing games etc. because of how it stimulates the brain. Why subject the preschool child to that? I think that it is a big mistake to incorporate computers into the early childhood program.

I have a computer in my classroom for the children's use, but limit the time that each child can use it to 10 minutes. While computers can be beneficial to the child, they also can also become "babysitters" just as video games and vcr's have become in our society. Children's television viewing should be limited to one hour a day and computers should be included in that hour. Also, be aware of children who choose to work at the computer to avoid social situations and team them up with other children to work with them at the computer.

Computers are a wonderful tool but they don't take the place of the child~adult and child~child relationships in learning or the opportunity to explore and use real objects in many different ways, which stimulates questions, divergent thinking, and creativity. As an educator who teaches at both the preschool and college levels, I am very concerned that we are pushing our youngest children to perform at developmentally inappropriate levels without ample opportunities to practice and integrate their learning, and encouraging them to grow up way too fast on a fast track that leave little room for quiet or down time and for young children, in particular, this means leaving their unstructured, imaginative playtime behind. When considering the development of the whole child, the use of computers, like the use of television, should be monitored and time-regulated, leaving room for all the wonderful opportunities of childhood - music, movement, outdoor play, water and sand play, playdough and clay, building, tumbling, running, climbing, paint, glitter, glue, scissors, caring for animals, games, stories, puppets, puzzles - the list is endless and just right for the growing and learning child.

We are in a different era now. I think this is terrific as long as it's monitored under adult supervision. As educators, we should not fear technology. We can't keep children locked up in a mentality of the sixties and seventies. My grandson enjoys the internet and has his favorite sites. He is social, intelligent, resourceful and still plays with typical four year old toys! Let the kids advance!!!

Computers are very important in the classroom today. Unfortunately, the most important skill that kindergarten teachers ask children to have --social skills-- will not be developed if more emphasis is placed on preschoolers' computer time. Also, just as we are seeing children with physical and mental problems due to their TV time, we will soon witness children experiencing physical and mental problems at an earlier age due to their computer time.
Our society need to have a clear understanding of early childhood education so that we do not set our young children up for failure in their physical and mental future.
Again, computers are important but in the right context.

Why do young children need to use computers? How do computers help prepare a child for living? Why the rush to bring technology into the young child's classroom?

I'm concerned with the development of the young child's brain, body and spirit. I'm also worried that we are losing sight of this very unique and special period of life known as childhood. There is plenty of time in the child's life to learn computer skills. There is a more developmentally appropriate time as well. There is not, however, plenty of time for children to play, to run, to make friends and learn how to get along with others.

And don't forget the role computers play in our country's alarming increase in childhood obesity.

Looking at the world today, I would say we all need to spend more time together to talk, share ideas, play games, walk outdoors and listen to each other stories. Let computers wait, please.

I believe that the social component is lost when 3, 4, and 5 year olds spend time on the computer. Working in teams while on the computer does not make up for the social interaction that children desperately need to master in order to function as young adults in society. If children learn early that it's easier to gain praise, recognition, and learning while alone at a computer, the social component is lost.

My class uses the computer together as a group.
My pre-K class translates stories from english to other languages.
It is a great toool for group use but many teachers see it as a solitary activity.
We also use it at group time to sing songs-they see the words, and we sing along.
It is a useful tool that requires teacher adaptation and group interaction.

I believe early education is in a dilemma. We know that children need to be moving to learn. Sitting at a computer is not physically stimulating. However, the dilemma is the trend of the computer generation. We need to teach parents what is appropriate for their children. I believe computers should not be a part of the preschool/child care world because most do not know how to use them appropriately.

I teach 3,4 and 5 year olds. My own daughter was able to use computer programs at the age of 20 months. However, I don't like the idea of kids spending more than 30 minutes a day on the computer. When preschoolers come to my classroom, they will not find a "real" computer, only a keyboard and screen so they can "pretend", just as they pretend with the phones, the fridge, the dishes, the costumes, etc. etc. I think the imagination of these children needs to be stretched, and the social interaction accentuated. When kids spend too much time on the computer (or other video games) they begin to display autistic behaviour (wanting to be left alone, not touched, not talking to others, etc.) Also, when using a computer to learn counting, etc. they are not learning with all of their senses - (touching, smelling, tasting are left out) as preschoolers should be. Computers have their place, and I'm glad my daughter can help me figure out new programs, but the place is NOT in the preschool classroom, where kids come to learn social skills.

Do any of you remember slide rules? In High School Physics we learned to use a slide rule. I remember my huge excitement when I got a hand held calculator for Christmas that year. I think my Dad paid at least a hundred dollars for it.

If I give a slide rule to the children in my classroom they will think it's cool. They will be able to look at the numbers and slide the pieces back and forth but they won't learn much from it because it is a tool they are simply unready to use. Children in early childhood think computers are cool. Computers pulsate with music and color. Children can move the pieces back and forth but they won't learn much from it because it is a tool they simply aren't ready to use. The time spent on the fabulous, flashing, flat screened skill and drill tool could be much better spent in a mud hole. Now that is learning!

I think limited use is good however, we have a serrious concern about the basic social skills and play skills not being used. Computer use can incorportate social skills to some degree but will never equal block play or playtime with educational games and equipment. Many children have computers at home and are spending hours on them. This is causing more and more young people to be inactive, over weight and less socialized. Society needs to be concerned about this issue. Computers are great but pre-school needs to concentrate on other areas.

When reading about the use of new information technologies by young children I wonder what children, from within their context, are learning about the nature and flow of information, and about the complex relationships between 'human' and 'machine'. For an interesting read on these issues see Dreyfus, H. L., & Spinosa, C. (2002). Highway Bridges and Feasts: Heidegger and Borgmann on How to Affirm Technology.

I think that computer usage, as well as television viewing, should be very limited in the preschool classrooms. I honestly believe that preliterate children should have much more concrete experiences and language enriching experiences in their mother tongues before spending much time with a computer. Their brains and bodies are developing and must be fed with words, not megabytes and kilobytes. From an almost fifty year old preschool teacher who loves both computers and children)

Most of my students have computers at home, so would rather play something else with a friend. Finding a program that my students don't have at home, but still enjoy and are challenged by is also difficult.

I am frightened that young children will experience a "virtual world"! Everything we know about how young children goes against the idea of encouraging children to use computers. We know that children need to be immersed in a multi-sensory approach. Have we considered the long term implications of eye-strain and development? Aren't most of the programs and "games" for children nothing but glorified worksheets? What about the one dimensionality of the learning? Children will have plenty of time to become immersed in the world of computers. Let's encourage programs to guard this time of childhood as sacred and use computer time to engage in real books where you can smell and feel the pages, foster social skills and sharing of manipulatives, art supplies and play doh and "do" counting with seashells, rocks or buttons, letter recognition and emerging literacy that is found in the environment! The early childhood community needs to seriously consider what they value as important to the development of the whole child and carefully analyze why and for what purpose computers are in an early childhood setting.

I believe the use of computers in preschool to be very inappropriate. This is not what children of this age need to be learning...this is so developmentally inappropriate. My greatest concerns about universal preschool are that the curriculum decisions will be made by people who do not know the basics of child development and early childhood education. We continue to academically expect more and more from our children at earlier and earlier ages...forgetting to share the joy of learning and playing. That learning and playing should not be a solitary activity on a machine.
Just my thoughts...thank you for asking for them.

I think it is wonderful. I just wish I would have been born 25 years later!

Computers, like everything else in the classroom, are a tool to learning and can be a real asset but must be used wisely and for the right reasons. Computers that are used to simply occupy time or keep children distracted are not a positive tool to learning.

I think having computers in the classroom is great! We currently do not have student access to computers, but in past jobs they were integral to the programs I taught. We did not have wide use of internet ten years ago, but there were plenty of programs that the children loved.

I think that computer usage in preschool is as useful and educational as a TV and VCR. What can a computer offer that a human relationship, a good book, a jar of paints, a pile of boards and fabrics can't? Computers offer no flexibility or creativity (as there is always a barrier built in) that will inspire the divergent thinking that is fundamental during childhood. In fact, I believe that the only benefit that the computer brings is in teaching children to become complacent workers as adults.

My center had one computer in our 4 & 5 year old group for six months, and I noted that it was used predominantly by individuals, sometimes 2 children at a time. The children who wanted to use it most were children who were often solitary children, with few playmates. The isolation this choice encouraged was key in our decision to remove computers from our preschool environment at that time. Other factors included the use of computers in the homes of a number of our families, so we chose to not have them available here.

We have since seen the children interacting together apart from electronic stimulation, and encourage their use of imagination and creativity.

A computer area with several stations, and a staff person to monitor and guide their use in cooperative activities could be useful, but we are limited in financial resources, and choose to use those resources for other materials that encourage cooperative play.

In my 15 years in early childhood, I am seeing increasing numbers of children with few social skills because no one is spending time or interacting with them; language development issues requiring speech therapy because parents aren't talking to their children, with low levels of pre-emergent reading skills because no one is reading to them on a regular basis. Children of all ages, especially young children need someone to spend time with them, talk to them, interact with others and their environment, someone to play with, time to create and invent, enjoy numerous and varied experiences, someone to cozy up in their lap and read a book together and talk about it afterwards. Computers, in moderation, can serve a purpose, but we've got too many children that don't have the human experiences they must have to grow.

I personally am against the use of computers in preschool settings. In my role as a teacher educator, I visit many child care sites and what I see lacking is hands-on, sensory -based, and MESSY activities. Instead, these wonderful experiences which help grow the brain in divergent and creative ways, are being replaced by paper-pencil tasks or passive activities, such as sitting in front of a computer. Children don't need to learn computer skills at 4 years of age -they will quickly pick those skills up in the primary grades. This country, especially politicians, educators, and families need to stop obsessing about short-term goals of being "first" in comparative test scores, and start focusing on the long-term goal producing individuals who are: life-long learners, creative problem-solvers, physically and emotionally healthy, and enjoy living every day!!! Children need to play, get dirty, laugh, be social, be physically active, be risk takers, and remain curious and excited about learning. If all these needs are met first and fully, then there might be a justification for computer use. However, until I see those needs being fulfilled, I am against the use of computers. Besides, I agree with a statement quoted by a mother in Jane Healy's book, 'Failure to Connect', "Oh no, my child needs to grow his own brain before he gets to play with an artificial one!"

I believe that the computer is an important tool for even the youngest child to master. But, like everything else, it should be used wisely and moderately and in conjunction with other tools of learning. We have to be attentive to the amount of time spent at the computer. The most important tools to be learning to use at an early age are words and emotions--we must first foster and nurture healthy social-emotional development!! The community we serve at our preschool is an affluent one, and all of the chilren have access to and time on the computer at home. We choose not to have computers in our classroom. We focus on healthy and productive play!

It is possible to use computers modestly and well with young children, but it is very hard to do so. A program which provides a rich arts program, lots of outdoor time, stories every day, and music, can appropriately consider giving children carefully selected drawing programs and games, with two chairs at the computer to support collaboration. If the other things aren't in place, computer use in the classroom should be limited to adults looking up and printing/showing things to children... I recommend Google Images for this.

I think it can be a great tool. With computers being such an integral part of today's society, children need to learn how to use them. I do believe though that the time spent on computers should be limited and the children should still be involved in hands-on activities where they can use their creativity and imagination. Play is still essential!

I feel that most children have access to computers at home so they do not need them in the classroom. We are seeing more and more children that are having difficulties around social interactions and this is what we should be working on in preschool and kindregarten. I have also noticed that children tend to have short attention spans and are less creative at making up their own play. The computer with it's ever changing graphics and fast pace only encourages children to have a short attention span and expect the teacher to entertain them. It also discourages the creative play by giving them a context to play in where they do not have to invent anything. I feel strongly that computer should not be in Early Childhood Classrooms.

Are you kidding? If 23% of nursery school kids jumped off a cliff to learn to be more adventurous, would that be good too? Pre school kids need endless hours to problem solve and take risks and work in small teams outside in the mud--get real!

I feel allowing young children to use the computer is appropriate as long as there are guidlines. In my classroom, children were allowed computer time in 10 minute increments and had to "sign-up" to use it. If they already had used the computer that day and there were many other children asking to use it, they were asked to make a new choice. If there wasn't a high demand they may have 2 chances to use the computer in one day. It was heavily monitored and very, very rarely did they spend more than 20 minutes total on the computer a day. There was no access to the internet, and the games that were played were Reader Rabbitt, Blue's Clues, Sesame Street, etc. Very age appropriate.
Two children were allowed to use it at one time. Either they worked together or one child used it while the other child watched and then it would be the "watcher's" turn. More often than not, they worked together with their friends. It strenghtened skills such as hand-eye coordination, cooperation, cognitive skills (abc's, 123's), mathematical concepts (sorting, patterning), etc. The list can go on and on.
Since computers are so readily available and used, our children are immersed in a tech-savy world as it is...with or without a home or classroom computer. There's really no turning back at this point. We must monitor and set guidelines very early, and not allow the computer to do the work for us, but enhance a child's learning. Computers should never be a substitute for one-on-one interaction and learning.

I realize that we live in a technological society but I believe that to expose children too soon to computers is an unhealthy phenomenia that is occurring in our society. Before children can read and write or use computers they need to feel secure, understand feelings, know how to interact with peers and adults, make their own choices and relate to the whole world. The brain of young children does not need to be inundated with computer knowledge. Children need to be moving their bodies in order to make that brain work and connect the neurons, they need to be outside in the fresh air experiencing nature and getting that movement. Computers are an exciting part of our world but I do not believe (after 31 years of studying early childhood )that it is a band wagon that we should jump on at the young age of 4 and 5. When a child is 7 or 8 they can understand time frames easily because their brains have formulated the groundwork to make that leap. Perhaps this is a better time to introduce computers after the child has had the opportunity to set the foundations with good old fashioned PLAY and socilization. The best arguments against computers too young is in Healys book Failure to Connect. Annette Clements

forgive me for chiming in twice... ping, margo, barry, deborah... thanx... a computer is a learning tool... just not for preschool... a calculus book is a learning tool... we wouldn't put it in front of a sixth grader... when i was four, there were no hand held calculators... no cell phones... no game boys... i first encountered a texas instruments calculator in high school... maybe today i'm not the best techie in the office... but at 46 years of age, i still play basketball twice a week, lift weights, ride motorcycles, read books, write poetry, and hang out at my local art gallery, book store, and revolutionary latino-owned clothing boutique... i'm still human... that's what my early years taught me... stay human.

We use computers in the classroom on a very limited basis and for short periods of time only with our 4 & 5 year olds. I have concerns about how time in front of a computer screen affects eye development in preschoolers. Our children are already pushed in public school and preschool to perform beyond what is developmentally appropriate. We choose to give our preschoolers the ability to develop at an individual pace, encouraging and enhancing where they are at the time.

when i taught preschool in northern california, it was frustrating that the district bought a computer literacy program and expected us to have children on it every day... the three co-teachers were all "play-based" teachers... we did cooking projects, lots of outdoor play, block-building where structures could last and "morph" over days... we were grateful to our classroom rabbit who regularly ate the mouse cord, disabling the two classroom computers...
that rabbit understood the teacher philosophy better than the district... once kindergarten held the purpose of social readiness for school and the larger community... then preschool came to serve that purpose... i fail to see how computer use can serve that goal... in ten years when diabetes and childhood obesity are no longer epidemics, but taken for inescapable fact, maybe then we will point to this period as the day we finally, irretractably ruined childhood.

We have 2 computers in our classroom for 3-4 year olds. we do not have internet access, but the children can play educational games and type letters and numbers for pre reading skils. We also have Computer-Tots giving every child 2 1/2 and older a computer lesson each week. Parents love that the children are getting exposed to computers in day care. It will help them as they move on to kindergarten.

The world's communication and business is run by computer. The earlier children are exposed to using computers, the easier it is to learn how to use them without the fears acquired with age. Young children are sponges and have no fear of learning new things. Our Center has computers in each classroom and all the children (ages 2.5-6.0) are familiar with, and make use of, the computers to improve their academic skills and to develop their eye/hand coordination.

Recent studies indicate children are not getting enough outdoor time and average 4 hours daily in front of TV screens. I think the computer for little ones is more entertainment and can easily be put off until they are more ready for direct instruction of the skill and drill kind.

We used to have a computer in our 4/5 year old classroom. The children could play educational games during free choice time. What I observed is that the children that were really into the computer got 'hooked' on the screen. You could not talk to them, get them to go to another area, or play with other children, they stayed staring at the screen. We had to have a timer and sign up sheet. There was one particular child that never played anywhere else. When we did get him to go to another area of the room, he kept looking at the computer. Preschool is about socialization and bonding with humans, not computers. I thinkd current events are showing us what too much computer/game time does to us...it pulls us out of the real world. There is plenty of time for the children to learn computers, this is the optimal time for them to learn how to get along, share, listen to people.

I think that as long as the computer programs are educational, it is a good idea for the preschoolers to have the opportunity to use them in the classroom. Beings computers are a big part in our world today, kids need to learn to use them and make them a part of their life. However, I think the children still need a majority of their learning to come from "play" and have hands on meaningful experiences.

Parents and ECE educators cannot put their heads in the sand and deny the reality and presence of computers and other screens in the home and the classroom. The key is to set a list of priorities that include computer and Internet use with it, not at the top or the bottom, but at the point that is appropriate in terms of time allotted, skills required, and interest expressed by the child (not the adult!)

Screen and media literacy is a big factor in today's ECE classrooms in higher education and early childhood. Every educator (parent, teacher, teacher educator, trainer) must first become media literate just as they act on print literacy.

Thanks.

Edna Ranck

Children have plenty of time to learn computer skills at home and in elementary school. Preschool is a time to learn social skills - problem solving, respect for themselves and others, recognizing their own feelings and others as well. The best way to learn these skills is to look another person in the eye, which cannot be done on a computer.

I think too many young children are sitting in front of too many screens for too many hours. I have never observed social skills being promoted through computer use...rather, I see children lined up and waiting to get on the computer, generally frustrated and upset. Young children should be playing with other people...not a mouse.

I feel that computers have a place in the classroom as long as the school that they are in are provide guidance in the use of computers in the classroom and training/support to the teachers who have them in their classrooms.

As long as they are used in ways that are approriate for pre-k/K learers, there is a benefit. These children will need this skill more and more and sooner and sooner. But we muct be careful that it does not become yet one more way to teach "couch potato-ism."

My 3 and 4 year old just love playing the computer. I use Jumpstart Preschool, Jumpstart Babies, and Reader Rabbit programs most of the time. Once in a while I will let them play online games from NcJr.com or the disneychannel.com just for fun. I am sure to use lots of supervision and conversation .

You quote Mark Ginsberg as saying: "'The potential danger . . . is putting 3- and 4-year-olds in front of a computer lesson that demands graphic skills or word-recognition knowledge for which they are not ready." And: "... more educators are using technology creatively -- and appropriately."

I think there are greater pitfalls than this, such as encouraging children into habitual patterns that are increasingly based on technology and less founded in learning to love the natural world and the people (and other beings) who share it with us, and whose wellbeing we rely on for our own survival.

And I would like to know what the research basis is for saying that "... more educators are using technology creatively -- and appropriately." This may be an evidenced-based assertion but I am not aware of that. How does one describe and envision the appropriate use of computer technology by 3- and 4-year-olds?

When used appropriately and developmentally, computers have much to offer a preschool classroom. Resources such as United Streaming and Net Trecker offer a world to children that they may otherwise not see. Technology coupled with a literacy rich environment and developmentally appropriate activities enhances children's opportunities in the preschool setting as well as address the needs of the diverse learners in our class. Technology, specifically computers, is not a replacement for teacher/child interactions but is a wonderful additon to any program. Software programs such as KixPix allow children to learn how to manipulate the mouse and keyboard in addition creating pictures, cards or slide shows. I have personally had children create pictures in pairs and recorded their narration of the picture which ultimatley was put together as an 'end of the unit' slide show. This slide show was not only children's work, it was an assessment of what the children learned. And parents loved it too!!

I am very skeptical. They're talking about social skills, and yet in most of our schools, kids aren't allowed to talk at lunchtime. Only the best schools still allow interaction between children as they work--and almost no play has remained in Kgtn. I would have to look very carefully at the use of the computer and at the software, since I have seen nothing but the equivalent of worksheets on the computer.

We are a nation that is suffering from an epidemic of childhood obesity. Yet we still want very young children to sit and learn from prepackaged materials, instead of actively using their whole bodies. If it is eye hand corrdination that is needed, any good ECE teacher can think of a dozen activities that do not require sitting still. If it is socialization, any good ECE teacher can think of 1,000 activites that do not require sitting still. If it is risk taking you want to develop in children, there are a ton of activites that children can do outside in the sun (Or in the rain) that do not require sitting still.
Obviously, I think computer skills are important, I subscribe to your online newsletter and earned a master's degree online. Yet, I still strongly believe that young children learn best actively playing, using their whole bodies, in a humanly interactive, nurturing environment with lots of loose parts. This is what helps children problem solve in real life situations and develops critical thinking skills.

When I first encountered this topic, there was an enormous bias in our field against "technology" and I was pleased to try to help disseminate information that forms of interactive technology, used socially, in the classroom, as a tool with other tools, has a positive effect on children's learning, creativity, and self esteem. Now, we are seeing that many children of privilege have these advantages, which will put them way ahead of poor children in their education for the world to come. We should care a lot about that inequity.

Computers are another dimension of our complex world. I believe in teaching children how to use any electronic device properly. It's up to them to decide if they like it, want to use it, and up to teachers to share the boundaries and be consistent while encouraging the diverse benefits that computers provide such as social skills, creativity, eye/hand coordination, etc.

Preschooler have a wonderful gift of learning. They are eager, willing and able to learn computers skills at a very fast rate. Their retention of these skills is excellent. Using the computer as a learning tool is fine but it must be intergrated with other learning media. Personal interaction with children should never be relinguished to technology in learning situations.

I have long been a proponent of computers for Pre-K. My children have been allowed (under my supervision) to use the computer since they figured out how to turn it on. The Montessori school they attended from 2 1/2 had computers, Mac and PC, that were loaded with colour & shape programs to Reader Rabbit and Math Blaster. My almost 5 year old excels at a grade 2 level. My 7 year old has been finding his way to a few safe sites for almost two years. I volunteer for a charity that provides computers to families that cannot afford them, as literacy tools, certainly but those families often have smaller children and we make sure their needs are also addressed.

The key issue in the use of computers in the Pre-K Classroom is that of training for teachers. Very few teachers are aware of how to use computers appropriately in the classroom with young children. Appropriate training on how to set up a computer center, how children should be involved with computers and what type of software is appropriate will give preschoolers a developmentally appropriate experience with computers.

I think many things about preschool children using computers -- most of them, unfortunately, negative. But my primary concern is that more time spent at the computer means even less time moving -- and they're doing little enough of that as it is! Young children are already spending an average of 33 hours a week being electronically entertained. Do we in the early childhood profession have to contribute to their sedentary lifestyles? And whatever happened to experiential learning?

It’s great to know early childhood educators are providing technology experiences in early childhood classrooms and doing all we can to narrow the digital divide, but we just need to do it with forethought and selectivity. Just like everything else you can do in preschool classrooms, computers should be used purposefully, intentionally, and within the context of experiences that are meaningful and age-appropriate. Children should be provided access to computers when the software application makes sense for the purpose. Early childhood educators should not schedule “computer time” or provide computer applications that are focused on rote skills, limit higher level thinking or eclipse the children’s opportunities to participate in the other hands-on interactions in the classroom. Unfortunately, there are only a few really good software applications on the market today that promote open-ended experiences and are designed specifically for preschool children. Teachers and administrators should select software carefully, using one of the published standards for evaluating software. Computers are just another tool that teachers can add to the preschool toolkit, but they need to be used judiciously.

Having watched my oldest daughter, now 20, instruct me when she was 5 on how to do things on the computer, I believe that if we don't have computers in our preschool classrooms, we are 'issing the boat' for tomorrow's citizens.
Computer use early in life promotes right brain development, as there is definitely a 'sense' of how computer work, that is not particularly logical to extremely left brained individuals like myself! As an adult, being extremely logical and left brained, I find that using a computer requires that 'sense' of how things work, much like reading a social situation and making 'sense' of it---since we all know that brain development occurs very early in life, it behooves early childhood educators to learn how to use computers--or allow them in the classroom and learn from the children!

I think computers can be offered to children in a childcare center if it's proposed to them as a choice among a number of activities (art corner, role playing corner ,blocks corner, computer corner etc) not as a lab session where children have a fix time of 30 minutes during the week where they can use computers located in a lab. I also think in the computers corner, 2 chairs should always be placed in front of the computer allowing at least 2 children to enjoy a computer game creating social interactions instead of an individual relationship between one child and a computer.Finally computers should not be offered to children under 3-3 1/2 years old. They have so much to learn during that period in trying to become more autonomous in their busy daily life (eat, dress by themselves, develop their language skills, communicate with others, toilet training etc) that they will have plenty of time to learn about computers.

Children have so much to learn and experience before they ever need to touch a computer, especially between the ages of 2-7yrs. Time spent playing in the outdoors and indoors, alone and with friends, exploring around the house and garden, learning to feed and dress themselves, reading and writing etc etc is much more valuable than what a young child can learn on a computer, including video games. Young children have lots of energy to expend and playing on a computer is limited in the number of experiences it can provide. Hand-eye coordination is much better learnt when the child can have whole body and multi-sensory experiences which the computer cannot provide. Do you not agree that going out and playing ball or riding a bicycle is so much more stimulating than sitting in front of a screen and clicking on a button? Children have plenty of time to learn that simple skill. They don't need to start so early. Adults have those issues with computers. Not children.

I think use of computers is similar to any other tool for learning. They can be either used appropriately, or misused. When used appropriately, children learn to be computer "literate" while being actively engaged in learning other cognitive skills. Used inappropriately, computers replace video games and television as time-wasters. At their worst, they can become just another substitute for adult interaction-placing the child in front of the computer screen, rather than the old television as a "babysitter." At their best, children learn to work with a partner, and control their own learning of concepts such as number/letter recognition and problem-solving, while also gaining technological skills.

Hi,

I urge everyone to look at the research before forming opinions on this all-too-easily polarized issue. Below is one of our articles that can be easily accessed online. I can send copies of others.

Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—a response to “fool’s gold”, Educational Technology Review (Vol. 11). See http://www.aace.org/pubs/etr/issue4/clements.cfm.

Doug Clements

I've found that since most people have the internet in their homes now, parents are much more relaxed about the computer. 10 years ago parents WANTED to see us using computers in nursery school, now parents are comfortable with computers as a tool and don't seem to feel it is a MUST in a classroom. I'm happy about this because I prefer not to use a computer with nursery school children. Although there are many ways to use it as a tool effectively, I find childrens time better spent in other ways -playing with one another- socilizaing and having experiences that are not available to them at home. Also, when I have managed a computer in the classroom, I found that the children who really need to be playing in the sand box, getting messy and socializing are the children who are most drawn to the computer.

I feel it is wonderful and I great idea to expose young children to technology. This is the age we are in. My daughter is three and she has been on the computer since she was two. She is very knowledgable of the computer and she goes online without help. I use to get her started, now she gets on by herself. I just peek in on her to make sure she is going on safe sites. She only goes on learning sites where she can play learning games. She is getting to do stuff I got to do when I got older. My daughter recognizes words and can spell some words. She just learned a few months ago how to spell her name.

I have been intensively involved with 3-5 year olds working with computers since 1993. I am amazed at not only what they can grasp, but their "love and excitement" for various technologies. I have copyrighted a Prek-K curriculum with lesson plans using third party software for teachers. I love capturing children on video as an assessment tool. As you said, children are fearless and therefore are super investigators! My latest camp involved a slightly older group of kids at horse-tech camp. We combined digital media with learning all about horses and riding! We produced a short movie with each participant researching a role (i.e. parts of the saddle) and captured their presentation on movie. We went back and sequenced the events and edited using Movie Maker! I continue to be as excited about the young learner as I was when I first began using technology with kids! I never underestimate their aptitude nor their ability!!!!

I feel computers can be one added learning center. It should not be the sole focus, but a tool to use to broaden the child's skills.

I agree with Mark Ginsberg that computers are a tool in the tool box, yet can't help but prefer that children put off that tool for a couple of years. The time for play seems to be shrinking from our lives. We spend more time at work as a society and increasingly in front of screens. What is our rush to grow up? Do we think that unless children are exposed to computers at a young age, they will be at a disadvantage?
Yet, when I read the statistics presented in this article, it seems clear that computers will be part of the preschool environment for many children and the challenge is to hold onto excellent childcare in the face of a new marketing force.
Sometimes I think the Centers with the least money for materials will provide the richest experience for kids.

I feel there is no need for computers in the classroom. It is at preschool that the children are suppose to be enhancing their social skills. They are there to learn to interact with other children and adults. The computer can be an individual, isolating activity. I also think it takes a staff member away from the ratio if the teacher needs to be watching over the computer or constantly helping with the program. Almost every home has a computer- let them do it at home.

Computers, like any classroom activity or learning area, can be used in developmentally appropriate ways, or inappropriately. With guidance from early educators familiar with appropriate use of computers with young children, such as how to select software that allows for open-ended exploration and learning, the computer becomes another tool for children to represent their ideas and learn. It has unique qualities as an educational tool, offering children chances to read, dictate stories, create art works, solve problems, hear the computer read their stories back to them, and more. For ideas on appropriate use of computers, you can learn more at techandyoungchildren.org, the web site of the NAEYC Technology Interest forum.