How to Teach basic computer skills with ease today

By Michael Hilkemeijer

 

Like many teachers, when I first began teaching ICT or Digital Technologies as it is known today, I believed it was mostly about just teaching ICT skills. This was typically done by using a set of instructions for the children to learn from. It had no context behind it at all. However, throughout my years I learnt that you need to go beyond just teaching basic computer skills. In this article, you will learn the beginnings of how to teach basic computers skills for preschoolers.

 

*** NOTE: This is an excerpt from my online PD for early childhood teachers - Harness Technology in Early Childhood Education Today - 11 hours of CPD

How to Teach Technology Skills in Preschool

Going Beyond just ICT Teaching Skills

The most basic level of ICT capability is the interactions between the child and computer hardware or software. ICT skills are the fundamental underpinnings of competence and are described as repetitive behaviours that are relatively easy to learn.

This no doubt could explain why many associate the teaching of technology in early childhood education with just the teaching of ICT skills.

 

Most of these ICT skills are learned early in the development of ICT capability, but as research has indicated, there are some skill-like behaviours that are acquired as the child learner encounters new software or hardware. Like pressing the button of a programmable toy.

 

Today, as ICT continues to be a prominent feature in children’s lives, they will enter your early learning environment with different levels of ICT capability of which the following skills (below) might be already known.

 

• Use fine motor skills to use the mouse to move a cursor to a target on the screen.
• Show awareness of the “power keys” on a keyboard (e.g., "enter," "esc," "delete," and the space bar).
• Know the difference between the left and right mouse button (which can be helped by a small label or sticker).
• Be familiar with at least five quality interactive applications, games, or activities.
• Have a basic working vocabulary of common technology terms, such as "digital camera," "iPad," "computer," "Internet," "mouse," "keyboard," and "printer."
• Have been exposed to common technology terms in the natural context of everyday conversation, such as "on/off," "Internet," "browser," "software," "hardware," "computer," "mouse," "monitor," "keyboard," "digital camera," "printer," "battery," and so on.
• Have taken their first digital photo.
• Find the numerals on a QWERTY keyboard.
• Type their first name on a QWERTY keyboard.
• Understand the basic functions of a browser, including how to open or close windows and use the “back” key.

 

Routines

Though, a key part of ICT capability, it is when ICT skills forms routines when transformation occurs. Routines involves more than one ICT skill and can also become instinctive.

 

A typical routine may involve learning how to use a graphics tablet or a touchscreen.

 

Children cannot develop a high level of ICT capability without this content knowledge, but while they are learned quickly, they are of no value unless the child has a purpose in mind.

 

 

ICT Techniques

ICT techniques are the explicit, deliberate manifestations of ICT capability and is the combination of skills and routines.

 

They vary from task to task and involve the selection and application of choices by the learner. Used to achieve specific effects created by the software tool chosen they are subject to personal preference.

 

Typical ICT techniques may include the following (below):

• Control the cursor on the screen using a mouse
• Single click and double click
• Click and drag to move objects on the screen
• Recognize and select different icons
• Launch and quit programs
• Use draw and/or colour editors
• Use text editors (input letters/text)
• Use keyboard to input letters or simple text
• Type first name
• Identify and use "power keys" (Enter, Esc, Delete)
• Identify and use backspace, space, arrows, enter and number keys
• Identify parts of the computer (mouse, keyboard, screen, etc.)
• Use teacher/parent-selected games and activities (may include internet games)
• Be familiar with at least 5 interactive educational applications
• Work independently or with a partner

 

Most of these ICT techniques are transferrable to other programs and can be applied in any context.

 

Unfamiliar software will require the learning of new ICT techniques, underpinned by previously learned ICT skills and routines.

 

For example, the creation of shapes in a vector drawing program will require the learning of a new ICT technique, informed by ICT skills and routines acquired from paint programs.

 

ICT techniques have an element of refinement that does not readily apply to ICT skills and routines. When children can only get better at performing routines by doing them faster, progression in relation to ICT techniques may involve a number of factors.

 

For example, they might first learn by typing in direct commands. Later, they will be able to do the same thing automatically. Both are ICT techniques used to perform a task but the latter is better because it is not only faster but more sophisticated.

 

When teaching ICT techniques, it is much easier to use them than it is to describe or explain them. Later on, I will highlight how by making ICT techniques explicit is likely to support concept development and the possible transfer of ICT techniques to new situations.

 

The ICT techniques that we select in a particular problem situation are a function of the context, the resources available and our strategic knowledge.

 

They are all underpinned by concepts, but their application will also depend on the features and the structure offered by the software or hardware, as well as the knowledge that the young child has of these.

 

As a final note, if you encourage young children to reflect on the use of ICT techniques across contexts and situations, they are more likely to generate principles, ideas and strategies that are widely applicable.

 

In a society that expects children to become digital literate teaching computers to preschoolers involves more than just demonstrating ICT skills and in this article, you will have learned how to go beyond this in order for young children to gain an understanding of the ICT potential of things and to be able to construct ICT solutions with computer programs today. Try these strategies today.

 

 

9 Key questions to ask to help drive child learning on computers

The computer is probably one of the most common forms of digital technology that a young child has in their own home and may well be responsible for their level of ICT capability and digital literacy that you may understand when they enter your early childhood learning environment.

 

This may not just be because they have used it themselves but as young children learn the most through observation, they could have observed their parents using either a desktop computer or a laptop. Additionally, as they are common in society they might have seen adults operating computers in banks, or in mum and dad’s office, or even on television.

 

It is important for children to feel comfortable and safe and be allowed maximum independence to further their learning when they come to your early childhood learning environment.

 

What questions do you need to ask yourself as an early childhood practitioner, when teaching computers to preschoolers?

 

Here are nine questions that you need to consider.

 

1. Is the child’s eye level with the monitor? It is a good idea to have an adjustable monitor so that even if you just have one computer, you can adjust the height. This also goes for adjustable chairs.
2. Are they sitting at a comfortable distance from the monitor? Not too close or too far away.
3. Are their feet firmly on the ground? If not, you could use a block to support their feet.
4. Is the chair the correct size? If you look around, there are companies who sell children’s computer chairs that are not on castors.
5. Is the mouse child-size? Don’t use an adult size mouse as this will not be comfortable for young children. They are affordable so look around for one that is developmentally appropriate.
6. Can children with additional needs access the computer? Switches that are operated with pressure from the whole hand are ideal and are easier to use. Have you considered tracker balls?
7. Is the keyboard child friendly? Nowadays, there are many different types of keyboards and you can find ones that have large clear lower case letters. Also consider the keyboards that have a thin skin that prevents sand from dropping inside. You must choose the ones that have all the relevant keys to allow for experimentation of punctuation and symbols.
8. Is the software appropriate? This relates to the DATEC guiding principles that it must be educational and transparent along with being to use and understand.
9. Are adults using the correct vocabulary? This is important that you and any other adult sitting down with the young child on a computer to do so as it further develops their ICT capability. It is also useful so that the children have the language to ask for help when it is needed.

 

 

Some other ideas that you can employ when teaching computers to preschoolers includes:

• Using a sand timer to show children how to self-regulate their time on the computer.
• Display a range of programs that the children can access at their own level of understanding and development.
• Add role play software to laptops that you can set up alongside children’s role play.
• Use software to support peripheral hardware such as webcam software that will capture still and moving images.
• Consider the use of laptops in different areas of the room to enable meaningful and independent use of a computer.

 

 

Developing children’s autonomy with digital technology in preschool activities is essential. When teaching computers to preschoolers these are the key questions that you need to consider in your planning to make learning meaningful and independent today.

 

 

How one computer can be successfully integrated in preschool activities today

There are many ways for early childhood practitioners to use technology in preschool activities today. Amongst the first of these technologies is the ongoing use of computers in early childhood education. You may feel that just because you only have one computer that it is not possible to effectively make an impact on child learning through the process of integration.

 

This barrier that you have can never be further from the truth than it is now.

 

 

The productive process of digital technology integration can be started by a strong-minded ECE principal or preschool teacher with one single programmable toy, or one digital camera or an ordinary computer.

 

It would also be wrong to just assume that the process of integrating technology in the preschool classroom requires a high budget. What it does require is:

• A strong will;
• A critical approach to your own pedagogical experiences;
• Perception of modern knowledge about the role of ECE;
• Courage;
• The need to innovate;
• Reverence of children and their parents;
• Curiosity and the itch to explore the potential of ICT in early childhood education.

 

The importance of ICT in early childhood education can never be understated or overestimated and the importance of planning in early childhood education in relation to integrating technology represents your first stepping stone in maximising that one computer in your preschool learning environment.

 

In my last article, I addressed the benefits of computers in early childhood education and the levels of skill differentiation of it. Today, I am going to explore how to use technology in preschool classrooms in relation to what you can do with just one computer but first, let us look at this more closely in terms of the various categories of technology in early childhood education.

 

Categories of ICT

When looking into much of the literature research relating to ICT in education, this particular concept is sometimes misinterpreted as ‘computer’ or ‘learning with computer’. So when integrating technology in the preschool classroom it would be a mistake to simply encourage and emphasise the learning of computer skills. Additionally, software on desktop computers still represents the sole provision in some preschool learning environments and in many cases the technological equipment can act as a barrier to developing ICT capability across the early childhood education curriculum.

 

The whole spectrum of ICT in preschool, for example, would consist of the following according to UNESCO (2010, p. 56):

Standard Viewpoint:

• Hardware – computer (different forms and sizes); standard input and output; interactive input and output; special input and output; digital picture; digital and programmable toys; networking and communication.
• Software – multipurpose (generic); dedicated (subject-specific); supporting SEN; for pd for early childhood educators; for planning, documenting and assessing; for administration; system.

 

Viewpoint of purpose:

• Tools of observing and discovering;
• Tools for constructing;
• Tools for recording;
• Tools for communication;
• Tools for role playing;
• Tools for SEN.

 

Today, it can be a fairly typical scenario for many early childhood teachers just to have at least one computer in their teaching and learning environment. However, if this scenario sound familiar to you then you need to remember the simple fact that integrating technology in the preschool classroom is not about having the latest and greatest technological development, but to use the available technology in the classroom.

 

Yet, this remains a big problem to encourage teachers to actually use the available technology in the classroom. This is due partly to the lack of staff training and awareness of what is possible topped with the over-quoted excuse of lack of computers.

 

This lack of awareness not only is to do with what software is available and how to use it, but also to more fundamental issues such as how to make the best use of a single computer.

 

So the following will demonstrate to you teaching strategies in early childhood education that will enable you to learn how to use technology in preschool classrooms today.

 

Each of the strategies that follow are relevant and can be adapted to the early learning environment.

 

Grouping Children with computers

Computers as a type of ICT tool has a natural tendency to bring young children together. Even one computer can be used effectively to group children together. A rota can be used in these situations to ensure that each pair of children in the group has the opportunity to work on the task shortly after the briefing and demonstration.

 

The pairing needs to take into account the following factors:

• Differences in ICT capability;
• The personalities of the children;
• The nature of the task;
• Sex (single sex pairs generally cooperate more successfully).

 

Deciding whether to have a rota system will be an important planning process to make. Children who are working on the computer will be unable to participate in whole-class activities when these coincide with their allocated time slot. At times, you may feel justified in allowing the computer rota to override other classroom activities to ensure that a project is completed within a particular timescale.

 

If you are faced with just using one computer in the classroom then it would be up to you to make a professional decision as to how or when your computer rota will take precedence over other classroom activities – is participation required by every child in every whole-class activity, or can a pair miss one during a week?

 

 

Organisational Issues

The way which you layout the classroom computer can reflect the way that the computer can be used. However, if you want to use the computer for whole class teaching then you do need to think about its location.

 

When positioning the computer you need to be aware not to place it in a spot where the screen will reflect the sunlight. This is an important health and safety issue to remember. You cannot have children strain their eyes by looking at the screen in this way.

 

If you have set the computer up in a suitable location you also need to consider where you will sit when you are using the computer in the class. A good tip is to never work for more than a few seconds with your back to the class.

 

To add to this, the way in which the classroom is organised can make a considerable difference to the potential for ICT capability. If access to the computer is difficult, irregular or conditional on the completion of other activities, then the use of the computer is seen as something special and this creates a barrier to enabling a ICT capable classroom.

 

It is essential that computers are placed in a classroom so as to maximise the opportunities for curriculum activity. And a final point, if the activities are well planned, good ICT work can be achieved with one or two computers per class.

 

 

Organising Learning with one computer

Time and access to the computer is a key issue here and so it is important that you maximise the ‘hands-on’ time as much as possible. Here are some teaching strategies that you can adapt.

• Do not become involved with problems concerning the computer while dealing with thirty other children as it is not an effective use of your time and this could lead to disruption;
• Send two of the most able children in the class to begin work on the computer. One will complete the task and drive the mouse, whilst the other one helps by contributing knowledge and ideas;
• When the child driving the mouse completes their work, they save or print their work and then moves aside.

 

Another approach to teaching computers to preschoolers would be to signal changeovers regularly during a lesson to ensure the pairs get equal access to the keyboard. This is very helpful if you are using an approach to teaching new skills where the activity has be ‘chunked’ into sub-tasks. The children can alternate when the sub-task is completed. However, if it is more continuous, you would need to announce when the changeover should occur. Children are used to working cooperatively may only need to be reminded to change roles regularly during the lesson. Throughout this process it would be important that you continue to monitor the children’s use of the computer to ensure that pairs are sharing equally.

 

 

Data-Handling in Numeracy Learning

A sole computer can be used to provide meaningful data-handling activities for the whole class. With the children gathered around the carpet, tell them that you want to find out as much interesting information about them as you can and record these ideas on the board. List suggestions might include name, hair colour, eye colour, favourite pet, and so on. A DAP data-handling package that can be used is Pick-a-Picture (published by BlackCat Educational Software). This uses a set of pre-written templates that allow you to do computer-based data-handling activities very easily.

 

You can use one of the children as an example to demonstrate how to enter information onto the computer by clicking on each heading and selecting the appropriate option.

 

Conclusion

The computer acts as the foundational hardware to much other digital technology in preschool activities. You can add a webcam to it to video young children in their activities, download digital images from cameras into software. Sometimes all you need is just one computer and to imagine the potential of it for learning with the context it will be taught.

 

A single computer can be integrated into early childhood learning activities alongside other kinds of activities. Educational software can be installed on them to further support learning. Additionally, non-working computers can be used to support role play. Use these strategies to help you to learn how to teach computers to preschoolers today.

 

 

How to teach computers with ease to young children today

When thinking about the use of digital technology in early childhood education computers often arise as the key type of technology. Computers, like most technology in preschool activities, can be used as a very effective tool for learning but only if you support its use with evidence based strategies and don’t just use it as an ‘add-on’ to the learning activities in the curriculum.

 

Computers can also be set up for digital role play to enable young children to gain a further understanding of their technological surroundings. The use of computers in early childhood education is one of the most frequent one of them all as it is linked to educational software and mediated with Interactive Whiteboads.

 

It is worth noting that computers being amongst other types of digital technology in early childhood education has also been discussed in the research statement by Early Childhood Australia titled “Statement on Young Children and Digital Technology”. The statement acknowledged how today young children form relationships in early childhood education with others in their communities when they learn ICT skills such as learning how to turn computers on and off, navigating games or accessing digital content from older siblings.

 

Throughout this course, I will address the best practices highlighted in this statement and will extend your learning by delivering practical and immediately actionable advice on these practices so that you will begin to see the benefits of integrating computers in early childhood education.

 

Pros and Cons of Computers in Education

All this implies that computers is just one of the digital technologies that is at the heart of successfully integrating technology in the early childhood learning environment. So let’s explore the benefits of computers in early childhood education further.

The Benefits

• Relationships can form when children all gather around a computer to share ideas, learn and communicate with each;
• Studies have indicated that computers have supported the development of abilities of children’s memories, communication and problem solving;
• Like most other technology in preschool activities, computers generate a lot of engagement and motivation in learning;
• Computers in early childhood education support the use educational software;
• Computers supports digital play in learning environments.

Disadvantages

Today, much of the literature surrounding the negative effects of computers in early childhood education has been focused on the use of video games. There are also voices to do with the use of computers displacing other important learning and play activities.

 

Issues have also been raised when in relation to safety concerns for young children using desktop computers and indeed the proper screen time duration should always be assigned to such activities.

 

The Role of the Teacher and Computers in ECE

There are various roles that computers as the main form of ICT plays in the early learning environment.

 

Roles of ICT	Examples of technology use
Children use ICT in their play or learning (alone, with peers, or with adults).	Children use computers to play games, listen to stories, or draw pictures.
Children and practitioners use ICT together to scaffold children’s learning.	Using the Internet to locate information or resources, sparked by children’s interest in a particular topic or idea.
Children and practitioners use ICT together to document and reflect on children’s learning, or to share children’s learning with parents, or other practitioners.	Taking digital photos, videos, or audio recordings of activities in the early childhood education setting and reviewing these together, or sharing them with parents. Practitioners and children using ICT to build portfolios of children’s work, to use for evaluating progress in children’s learning and development.

 

 

Basic Computer skills for Kindergarten and Preschool (and Early Primary)

Intentional teaching strategies are necessary to help young children use computer hardware successfully to support their learning. Here are the basic computer skills that you will want to support in your work with the children.

• Turning the computer on, starting and stopping programs or activities;
• Understanding the safe use of hardware: no banging, hitting, bumping, or knocking; no liquids or moisture; no pulling cords or sticking things anywhere without permission;
• Making the connection between moving the mouse and what happens on screen;
• Understanding the cursor – what it is, its different forms and functions, and how to use it;
• Clicking the mouse, highlighting text, and dragging items;
• Drawing with the mouse or by touching the screen;
• Keyboarding skills – typing letters, then using punctuation, numbers and capitalisation; using function keys such as Delete, Return or Backspace;
• Undoing, erasing, going forward and backward from one screen to the next;
• Using appropriate touch screen and multi-touch gestures such as a swipe, touch and drag and double tap;
• Understanding icons, how they are used and what they mean;
• Understanding and using input devices: disks (CDs or DVDs) and flash drives (USB memory sticks).

 

There are various levels of differentiation in the use of computers in early childhood education and includes for example:

• To have opportunity to access computer via touch-screen, mouse or interactive whiteboard;
• To name peripherals –mouse, monitor, keyboard, printer, webcam, scanner, cursor;
• To use touch screen to select icons etc.;
• To use mouse to move cursor – select icons (click) (click and drag) (click, drag, drop).

(Price, 2009)

 

Digital Literacy for Children

Computers, as form of ICT, will no doubt continue to be a part of children’s lives and as such this is why ICT capability or digital literacy for children is a core component of computer knowledge and skills. As children learn to use computers in meaningful subject-related activities they will develop ICT capability which involves more than just ICT techniques but ‘knowing that they know’ these ICT techniques and how to apply them to problems that require them to use the computer and its applications to solve these appropriately.

 

Digital literacy activities need to well-planned and structured so as to encourage open-ended exploration. Young children are commonly referred to as ‘digital natives’ and so don’t need a lot of encouragement to use computers.

 

Ideas for DAP activities

Here are some ways that you can use computers in early childhood education:

• Demonstrate uses of the computer to make signs, lists, labels, envelopes, notices etc. for role play;
• Develop children’s creative thinking by following up their interests with them through Internet searches;
• Use peripherals such as scanners, webcams, microphone, camera to make the most of the computer’s creative opportunities;
• With children, add speech bubbles to their photographs and support them in putting what they want to say. With experience children can do this themselves with an Early Years desktop publishing program, allowing them greater opportunities for being creative with their photographs;
• Create cards for celebrations, send e-cards to each other through websites such as CBeebies or Spot the Dog;
• Add photos of the children at play to the screenplayer;
• Use creative methods with the various applications on the computer;
• Model your own creative uses of a computer, and children will quickly join in.

(Price, 2009)

 

 

10 Computer Lab Skills for Kindergarten

Integrating technology in the kindergarten classroom activities is more than just the teaching of computers skills for kindergarten children. It goes beyond using technology in kindergarten as an ‘add-on’ to the early years curriculum that you may be teaching.

 

To begin with, the types of technology used in kindergarten spans far and includes DAP software and hardware. The computer, though, is the most used technology in a kindergarten classroom as it is inextricably linked to generic software that can enhance learning and development in key learning areas. They can also be used in conjunction with smartboards, IWBs and overhead digital projectors.

 

In my free online professional development for early childhood educators, I begin to layout the foundation as to how to use technology in kindergarten classroom by explaining that it is not necessary to get the latest and greatest technological developments. Sometimes, the technology such as a computer that a child has made themselves or a non-working computer parts like keyboards and old but not ancient monitors.

 

Using technology in kindergarten is about being a responsive educator that values and builds upon a child’s own expertise in computer use since most of them may have already been exposed to them at home. The following computer skills for kindergarten children need to be embedded in meaningful purpose-driven context so that they more than just what they are.

 

When teaching computers to kindergarten, you have to remember that anyone can use an ICT technique but an ICT capable and technological literate child is someone who ‘knows that they know’ these computer skills for kindergarten. They need to know the appropriate times to use these basic computer skills in kindergarten to develop an ICT solution for a particular problem.

I will outline this later.

Monitoring and intervening is also very important and my full online pd for early childhood teachers and carers covers how to choose the opportune moments for this and involves keeping track of computer skills for kindergarten and preschool children. The following is a list of skills that can be achieved when using the computer in kindergarten.

 

Computer Skills for Kindergarten children

Here is a list of computer skills that you can use in your integrating of technology in the kindergarten classroom:

 

Basic computer skills for kindergarten children include:

• The names for the parts of a computer
• How to exit from a window
• How to move a mouse accurately
• How to hold the mouse still when clicking
• How to click, double click and drag
• How to press a key lightly so only one letter/digit is entered
• How to log in/log off
• How to turn on/off the computer and monitor safely
• How to double click a shortcut icon

 

Medium computer skills for Kindergarten children include:

• How to identify that multiple internet windows are open at the same time (or tabs) and exit out of one or all.
• How to use the backspace enter key and space bar
• How to manipulate sound level through headphones
• How to open/use a folder {not multiple... just one level of clicking}
• How to use a scrolling button or the scroll bar on the screen
• How to navigate websites using their schema of previous sites

 

More Advanced computer Skills for Kindergartners Need:

• How to type basic things (name, login information, a phonetically spelled sentence) using a keyboard
• How to use the taskbar to switch between open windows

 

 

How to Teach Computers Skills

To be able to understand and teach computers skills effectively you first need to understand what ICT capability is. The above ICT skills or techniques do represent a small part of what ICT capability is but it is in the effective teaching of them where it will be developed.

 

Here is a small breakdown of where ICT techniques and computers skills fit in. ICT capability is constituted of five components and it is when a child can carry out this process that makes them ICT capable.

 

• Routines – ICT techniques that require no conscious thought to apply;
• ICT techniques – in this case, also known as computer ICT skills, are the explicit, deliberate manifestations of ICT capability. Examples include the above-mentioned.
• Processes – a series of ICT techniques;
• Higher order skills – demonstrated when young children 1) decide when it is appropriate to use a particular computer skill for a specific purpose 2) plan what routines, techniques and processes are to be used.
• Conceptual understanding – focus on the concepts behind the computer skills. Whole class teaching can be used to discuss examples and non-examples, both with and without ICT, in order to highlight the important features of the concept. Challenge naïve ideas about handling ICT tools and techniques, both in whole class teaching where appropriate, and when monitoring the individual.

 

Here is how you can teach basic computer skills for kindergarten.

ICT Techniques (computer ICT skills):

When introducing new software tools to children, start by discussing what it can do and how it can be achieved, rather than merely demonstrating a fixed sequence of techniques to achieve a single outcome.

Students need to associate the actions involved in a technique with the effect it achieves. Having a name for the technique and/or effect is helpful.

The name should be seen not as something extra to learn but as a means of communicating and thinking about the action and its effect.

This is especially so if the name is used in menu options, but is also helpful where the movements, buttons or shortcuts are used.

 

Processes – more general and are made up of several techniques. An understanding of relevant concepts is needed in order to analyse a situation and identify the particular techniques required to reach the desired goal. Students need to work on a task which is NOT set out step-by-step. This allows them to try out new ideas and you can observe their approach and intervene when they fail to make the expected progress.

The minimum level of support should be given. Structure the activity by questioning, prompting and showing if necessary.

Withdraw as much support as possible to see what the learners can achieve unaided. à a student’s understanding of a process such as developing a poster using a desktop publishing program, or modeling with a spreadsheet, cannot be represented by a checklist. It requires a description of the way in which they approach a task and the support that they need.

 

Conceptual understanding – focus on the concepts behind the basic computer skills for kindergarten children. Whole class teaching can be used to discuss examples and non-examples, both with and without ICT, in order to highlight the important features of the concept. Challenge naïve ideas about handling ICT tools and techniques, both in whole class teaching where appropriate, and when monitoring the individual.

 

The Benefits of Teaching Computers to Preschoolers: A Comprehensive Guide

As technology continues to advance at a rapid pace, it's becoming increasingly important to equip our children with the skills they need to thrive in a digital world. And that means starting early. In recent years, there has been a growing trend towards introducing computers and other digital devices into preschool classrooms. But what are the benefits of teaching computers to preschoolers? Is it really necessary, or are we simply pushing our children too hard, too soon? In this comprehensive guide, we'll explore the many advantages of early computer education, from improved cognitive development and problem-solving skills to increased creativity and confidence. We'll also take a look at some of the latest research on the topic, and provide practical tips and resources for parents and educators who are interested in integrating technology into their preschool curriculum. So whether you're a seasoned educator or a concerned parent, read on to discover the many benefits of teaching computers to preschoolers.

 

Advantages of Early Computer Education

One of the key advantages of teaching computers to preschoolers is improved cognitive development. Computers can help preschoolers develop their problem-solving skills, as well as their ability to think logically and critically. In addition, computer programs designed for young children often incorporate interactive elements that encourage exploration and experimentation. This can help preschoolers develop their creativity and curiosity, which are important skills for future success.

Another advantage of early computer education is increased confidence. Preschoolers who are comfortable using computers and other digital devices are more likely to feel confident and capable when faced with new technologies later in life. This can help them excel in school and in their future careers.

Finally, teaching computers to preschoolers can help prepare them for a world that is becoming increasingly digital. By familiarizing themselves with technology at a young age, preschoolers can gain the skills and knowledge they need to succeed in a world where technology is constantly evolving.

 

Research on Teaching Computers to Preschoolers

There has been a significant amount of research on the benefits of teaching computers to preschoolers. One study, published in the Journal of Educational Psychology, found that preschoolers who used computers in the classroom showed significant improvements in their problem-solving skills and cognitive development. Another study, published in the Journal of Early Childhood Research, found that preschoolers who used educational software showed significant gains in their literacy and numeracy skills.

However, it is important to note that not all computer programs or apps are created equal. Some may not be as effective as others, or may even be harmful to preschoolers. It is important for parents and educators to do their research and choose computer programs and apps that are age-appropriate, safe, and effective.

 

How to Teach Computers to Preschoolers

Teaching computers to preschoolers requires a different approach than teaching older children or adults. Preschoolers have short attention spans and are easily distracted, so it is important to keep computer lessons short and engaging. Here are some tips for teaching computers to preschoolers:

1. Start with the basics. Teach preschoolers how to turn the computer on and off, how to use the mouse and keyboard, and how to navigate the desktop.

2. Use interactive programs and apps. Preschoolers learn best through play and exploration, so choose computer programs and apps that are interactive and encourage exploration.

3. Keep it short. Preschoolers have short attention spans, so keep computer lessons short and engaging.

4. Use positive reinforcement. Encourage preschoolers to explore and experiment with the computer, and praise them for their efforts.

5. Make it fun. Use games, puzzles, and other fun activities to keep preschoolers engaged and interested in computer learning.

 

Choosing the Right Computer and Software for Preschoolers

When choosing a computer for preschoolers, it is important to choose one that is age-appropriate and easy to use. Look for computers with large screens and simple interfaces, and make sure they are durable and able to withstand rough handling.

In addition, it is important to choose software and apps that are age-appropriate and safe for preschoolers. Look for educational software that is designed specifically for young children, and avoid apps or programs that contain violence, inappropriate content, or advertising.

 

Safety Considerations for Teaching Computers to Preschoolers

When teaching computers to preschoolers, it is important to prioritize safety. Here are some tips for keeping preschoolers safe while they are using computers:

1. Supervise preschoolers at all times. Never leave them alone with a computer or other digital device.

2. Use parental controls. Set up parental controls to block inappropriate content and limit access to certain websites and apps.

3. Teach preschoolers about online safety. Teach them about the dangers of sharing personal information online, and encourage them to tell an adult if they encounter anything that makes them uncomfortable.

4. Monitor computer use. Keep track of what preschoolers are doing on the computer, and limit their screen time if necessary.

 

Incorporating Computer Learning into the Preschool Curriculum

Integrating computer learning into the preschool curriculum can be a great way to help preschoolers develop their computer skills and improve their cognitive development. Here are some ways to incorporate computer learning into the preschool curriculum:

1. Use educational software and apps. Choose educational software and apps that are designed specifically for young children, and incorporate them into the preschool curriculum.

2. Use interactive whiteboards. Interactive whiteboards can be a great way to engage preschoolers in computer learning, and can be used to teach a variety of subjects.

3. Use online resources. There are many online resources available for preschoolers, including educational websites, videos, and games.

 

Resources for Teaching Computers to Preschoolers

There are many resources available for parents and educators who are interested in teaching computers to preschoolers. Here are some popular apps, websites, and software programs that are designed specifically for young children:

1. ABCmouse.com - an educational website that offers a variety of games and activities for young children.

2. ScratchJr - a programming language designed for young children that allows them to create their own interactive stories and games.

3. Toca Boca - a series of mobile apps that allow preschoolers to explore and play in a variety of virtual worlds.

4. Khan Academy Kids - an educational app that offers lessons in math, reading, and other subjects for young children.

 

Success Stories of Preschoolers Learning with Computers

There are many success stories of preschoolers learning with computers. One example is the HighScope Preschool Curriculum, which incorporates computer learning into its curriculum and has been shown to improve preschoolers' cognitive development and problem-solving skills.

Another success story is the Learning with Computers program, which was implemented in several preschool classrooms in New York City. The program was designed to help preschoolers develop their computer skills and improve their problem-solving abilities. The results were impressive - preschoolers who participated in the program showed significant improvements in their cognitive development and problem-solving skills.

 

Potential Drawbacks and Challenges of Teaching Computers to Preschoolers

While there are many benefits to teaching computers to preschoolers, there are also potential drawbacks and challenges to consider. One concern is that preschoolers may become too reliant on technology, and may lose the ability to think creatively and independently.

Another concern is that preschoolers may be exposed to inappropriate content or become victims of cyberbullying. It is important for parents and educators to be vigilant and monitor preschoolers' computer use to ensure their safety.

 

Conclusion: Why Teaching Computers to Preschoolers is Worth It

Teaching computers to preschoolers has many benefits, including improved cognitive development, problem-solving skills, creativity, and confidence. While there are potential drawbacks and challenges to consider, the benefits of early computer education far outweigh the risks. By choosing age-appropriate software and apps, prioritizing safety, and incorporating computer learning into the preschool curriculum, parents and educators can help prepare preschoolers for a world that is becoming increasingly digital.

 

 

 

 

Unlocking the Potential: How Teaching Computers to Preschoolers is Shaping the Future

In today's rapidly evolving digital landscape, it's becoming increasingly clear that the future belongs to those who can harness the power of technology. And while we often associate coding and programming with older children and adults, the truth is that the seeds for technological mastery can be planted at a much younger age. Enter the revolutionary concept of teaching computers to preschoolers - a practice that is reshaping the future as we know it. By introducing young minds to the world of coding and computational thinking, we are unlocking a world of potential, preparing them for the challenges and opportunities that lie ahead. In this article, we will explore the benefits of teaching computers to preschoolers, the innovative methods being used, and the profound impact it could have on shaping the future of education and technology. Get ready to be inspired as we delve into this groundbreaking approach that is transforming our youngest learners into the tech-savvy innovators of tomorrow.

 

 

The benefits of early computer education

Teaching computers to preschoolers offers numerous benefits that go beyond simply learning how to code. Research has shown that early exposure to technology can enhance cognitive skills, improve problem-solving abilities, and foster creativity. By engaging with computers from a young age, preschoolers develop a strong foundation in digital literacy that will serve them well throughout their academic journey and future careers. Moreover, computer education provides a platform for preschoolers to explore and express themselves in new and innovative ways. From creating their own stories to designing interactive games, young children can unleash their imagination and bring their ideas to life. By embracing early computer education, we are empowering our youngest learners to become active participants in the digital age.br/>

 

 

The Impact of technology on early childhood development

Technology has become an integral part of our lives, and its influence on early childhood development cannot be ignored. Studies have shown that children as young as three years old are adept at using touchscreen devices and navigating digital interfaces. While some may argue that excessive screen time can have negative effects on young children, when used appropriately and under supervision, technology can be a powerful tool for learning and growth. Interactive educational apps and games, when designed with the principles of early childhood development in mind, can enhance language skills, promote social interaction, and encourage independent exploration. When computers are introduced into the preschool environment with thoughtful planning and guidance, they can become a catalyst for holistic development.

 

 

How teaching computers to preschoolers promotes critical thinking and problem-solving skills

Critical thinking and problem-solving skills are crucial for success in the digital age. Teaching computers to preschoolers lays the foundation for developing these essential skills. Coding, in particular, provides a structured approach to problem-solving, as children learn to break down complex tasks into smaller, more manageable steps. By engaging in coding activities, preschoolers are challenged to think logically, analyze situations, and test different solutions. These skills go beyond the computer screen and have a direct impact on their ability to approach real-world problems with confidence and creativity. By teaching computers to preschoolers, we are fostering a generation of critical thinkers and problem solvers who are equipped to tackle the challenges of the future.

 

 

The Role of coding in early computer education

Coding is the language of computers, and introducing preschoolers to coding at an early age opens up a plethora of opportunities. Coding not only helps children understand how computers work but also nurtures their computational thinking skills. Computational thinking involves breaking down complex problems into smaller, more manageable parts and finding patterns and solutions. By learning to code, preschoolers develop the ability to think algorithmically, express their ideas in a logical manner, and collaborate with others. Coding also encourages perseverance and resilience, as children learn to debug their code and learn from their mistakes. The skills acquired through coding lay a solid foundation for future learning and empower preschoolers to become active participants in the digital revolution.br/>

 

 

The challenges and considerations in teaching computers to preschoolers

While the benefits of teaching computers to preschoolers are vast, there are several challenges and considerations to keep in mind. One of the primary concerns is the need for age-appropriate content and platforms. Preschoolers have unique learning needs, and it is essential to provide them with resources that align with their developmental stage. Additionally, ensuring that computer education is integrated into the broader preschool curriculum requires careful planning and collaboration between educators and technology experts. Preschool teachers may also need additional training and support to effectively incorporate technology into their classrooms. Finally, it is crucial to strike a balance between screen time and other forms of play and interaction. Technology should be used as a tool to enhance learning, rather than replace hands-on experiences. By addressing these challenges and considerations, we can maximize the benefits of teaching computers to preschoolers while ensuring a well-rounded early education experience.

 

 

Strategies for incorporating computer education into preschool curriculum

Integrating computer education into the preschool curriculum requires a thoughtful and intentional approach. There are several strategies that educators can employ to ensure a seamless integration of technology into the learning environment. First and foremost, it is essential to provide hands-on, interactive experiences that align with the developmental needs of preschoolers. This can be achieved through the use of age-appropriate coding toys, educational apps, and programming games. Second, collaboration and teamwork should be emphasized, as working together on coding projects fosters communication, problem-solving, and creativity. Third, educators should create a safe and inclusive digital learning environment, where children feel comfortable exploring, experimenting, and making mistakes. Finally, it is crucial to assess and evaluate the impact of computer education on preschoolers' learning outcomes, so that adjustments can be made to optimize the learning experience. By implementing these strategies, educators can successfully incorporate computer education into the preschool curriculum and create a foundation for lifelong digital literacy.br/>

 

 

Examples of successful computer education programs for preschoolers

Across the globe, innovative computer education programs are emerging that cater specifically to preschoolers. These programs utilize a variety of approaches to engage young learners in the world of coding and computational thinking. For instance, some programs use physical coding toys and games that allow preschoolers to manipulate tangible objects and see the results of their actions in real-time. Others leverage interactive storytelling platforms that combine narrative elements with coding concepts, enabling preschoolers to create their own digital stories. Additionally, there are online platforms and apps that offer coding tutorials and exercises designed specifically for preschoolers. These programs provide a wealth of opportunities for young children to explore, experiment, and learn in a fun and engaging way. By showcasing these successful computer education programs, we can inspire educators and parents to embrace the potential of teaching computers to preschoolers.br/>

 

 

The Future of computer education for Preschoolers

As technology continues to advance at an unprecedented pace, the future of computer education for preschoolers holds immense promise. With advancements in artificial intelligence and machine learning, the possibilities for personalized and adaptive learning experiences are boundless. Virtual reality and augmented reality technologies can transport preschoolers to immersive learning environments, where they can interact with digital objects and explore new concepts. As the demand for digital skills grows, it is crucial to equip preschoolers with the tools and knowledge they need to thrive in the future workforce. By embracing computer education at an early age, we are preparing our youngest learners to become creators, innovators, and problem solvers in the digital age. The future of computer education for preschoolers is bright, and the potential for transforming education and technology as we know it is limitless.br/>

 

 

Conclusion: Embracing the potential of teaching computers to preschoolers

Teaching computers to preschoolers is revolutionizing education and shaping the future of technology. By introducing young children to coding and computational thinking, we are unlocking their potential and preparing them for a world that is increasingly reliant on technology. Early computer education offers a multitude of benefits, from enhancing cognitive skills to fostering critical thinking and problem-solving abilities. Coding plays a pivotal role in early computer education, providing preschoolers with the tools to understand and shape the digital world. However, there are challenges and considerations that need to be addressed, such as age-appropriate content and balancing screen time. By incorporating computer education into the preschool curriculum and utilizing effective strategies, educators can create a holistic learning experience that empowers preschoolers to become active participants in the digital age. The examples of successful computer education programs for preschoolers showcase the endless possibilities for engaging and interactive learning. As we look towards the future, the potential for computer education in preschools is limitless, and by embracing this potential, we are paving the way for a generation of tech-savvy innovators who will shape the future of education and technology.