Article

Early Childhood Computer Experience and Cognitive and Motor Development

Pediatrics

July 2004
113(6):1715-22

DOI:10.1542/peds.113.6.1715

Source
PubMed

Authors:

Xiaoming Li

University of South Carolina

To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children. The participants were 122 preschool children enrolled in a rural county Head Start program in the United States during 2001-2002. The following tests were administered to the children: the Bender Visual Motor Gestalt Test; the Boehm Test of Basic Concepts, Third Edition Preschool; the Test of Gross Motor Development, Second Edition; and a short form of the Wechsler Preschool and Primary Scales of Intelligence-Revised. Information pertaining to family characteristics and children's early computer experience was collected from parents. Both bivariate and multivariate analyses were used to assess the association between early computer experience and cognitive and motor development. Of the participating children, 53% had a computer at home. Among families who had a computer, 83% had children's software on the computer. According to parents' reports, 29% of these children played on the home computer on a daily basis, and an additional 44% of the children played on the computer at least weekly. Of those families who did not have a home computer, 49% reported that their children had access to a computer somewhere outside home. Among these children, 10% had daily access to the computer and 33% had weekly access. The presence of a computer in the home was significantly associated with the family's income and the educational attainment of the parents. There was no gender difference in computer accessibility and frequency use among the participating children. Children who had access to a computer performed better on measures of school readiness and cognitive development, controlling for children's developmental stage and family socioeconomic status. The data in the current study did not suggest a relationship between computer experience and visual motor or gross motor skills among the participating children. The findings in the present study suggest that early computer exposure before or during the preschool years is associated with development of preschool concepts and cognition among young children. However, frequency of use did not reveal such a relationship; neither did the ownership of other child electronic or video games in the household.

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Article

May 2022

The application of ICT in today’s context of constant change and sustainable development of mankind is a necessity, expressed in the importance, timeliness and meaning of its integrity in the educational process for children. The latter acquire the knowledge needed for the use of ICT more deeply than adults and can easily apply it to various activities. Computer literacy is one of key aspects of societal development, ensuring the need for ICT skills for the present and future. In the face of the Covid-19 pandemic and the challenges of distance learning and teaching, the researches into the interaction of children with ICT, and especially the importance of computer games for the development and education of children, is becoming of paramount importance.The study aims to reveal the attitudes of pre-school teachers towards impact of ICT and computer games on students. The results of the research, based on the assumption, represent the attitudes of teachers on the application of ICT tools in pre-school education. A qualitative approach was applied to the study – focus groups with 48 pre-school teachers. The results of the research reveal that the ICT and computer games has significant impact on preschool children in the self-learning process, by changing their knowledge, skills, behaviour and attitudes.

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How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012?

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Teachers' versus Parents' Perceptions of Professionalism of Early Childhood Teachers: A Mixed-Methods Study

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The Prediction Level of Students’ PISA Mathematics Achievement By Their Accessing to Information and Communication Technologies

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Jun 2020

The purpose of this study is to investigate the effects of access and usage of information and communication technologies (ICT) on Turkish students’ mathematics achievement implemented in PISA 2009 and PISA 2012. A correlational research model was used in this study. In this study, the data which were obtained from the PISA 2009 and PISA 2012 mathematics achievement tests and from the information and communications technologies familiarity questionnaire (ICTFQ) in Turkey were used. In this study, three student level variables and two school variables of ICTFQ which are common indexes both in PISA 2009 and PISA 2012 were selected to compare the effect of ICT variables on PISA mathematics achievement implemented in different years. Two-level Hierarchical Linear Modeling (HLM) analysis was performed in the analysis of the data. As a result, the student level variables had a small or a trivial effect on mathematics achievement. The effect size value of the ENTUSE variable was similar in the PISA 2009 and the PISA 2012 implementation, but the effect size value of the HOMSCH variable and the ICTHOME variable on mathematics achievement in PISA 2012 was lower than in PISA 2009. The ICTSCH and the USESCH variables at the school level had a large effect on mathematics achievement in two implementations of PISA 2009 and PISA 2012. The effect size value of the ICTSCH variable on mathematics achievement in PISA 2012 was higher than in PISA 2009. The effect size value of the ICTSCH variable, having a negative relationship with mathematics achievement in PISA 2012, was lower than in PISA 2009. In this study, the explained variance ratio of mathematics achievement by the school ICT variables level was greater than by the student ICT variables level.

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Kultura izražavanja ima veliku važnost u razvoju dečje pismenosti uopšte i zato se na njenom sprovoĎenju treba krenuti od samog početka školovanja. Zbog toga se u ovom radu istražuje značaj unapreĎenja kulture izražavanja pre svega na nivou nižeg osnovnoškolskog uzrasta, sa posebnim fokusom na uticaj medija na pismeno izražavanje i pismenost dece. Mediji, a pre svega novi mediji, zahtevaju razvijanje novih vrsta pismenosti, u čemu škola ne sme zaostajati, jer svaka komunikaciona tehnologija predstavlja ogledalo i izraz kulture u okviru koje je nastala, ali u isto vreme ona u sebi nosi klicu promene i preobražaja te kulture.

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Irena Kaffemanienė, Rita Kantanavičiūtė-Petružė, Gražina Musteikienė, Margarita Jurevičienė, Lijana Giedraitienė, Atena Žymantienė, Laima Tomėnienė, Ieva Bilbokaitė-Skiauterienė, Renata Bilbokaitė, 2023. Specialioji pedagoginė pagalba tvariam švietimui personalizuoto ugdymo kontekste. Metodinė priemonė. Vilnius: Vilniaus universiteto leidykla.

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Zinc is a vital micronutrient that plays a key role in our growth, development, and immune health. Zinc deficiency is a significant health issue around the globe, especially affecting vulnerable groups like children, pregnant women, and older adults. This review emphasizes the serious effects of zinc deficiency, which weakens the immune system, increases the risk of infections, slows growth, and negatively affects cognitive and motor skills. Studies show that taking zinc can boost immune health, reduce the severity of infections, and help with developmental challenges. Plant‐based solutions, particularly in regions where animal‐based diets are limited, provide sustainable ways to tackle zinc deficiency. Foods rich in nutrients, like chickpeas, spinach, and pumpkin seeds, along with biofortified grains such as wheat and rice, can significantly boost zinc intake. Moringa leaves, amaranth, and guava help our bodies absorb zinc more effectively. Despite progress, challenges remain, such as phytates reducing the availability of zinc and the risks linked to excessive zinc consumption. In the future, it would be beneficial for researchers to explore how plant‐based supplements, dietary inhibitors, and genetic factors influence zinc metabolism. It's important to create biofortification and personalized treatments to help people in need.

24-hour movement behaviors and cognitive ability in preschool children: A compositional and isotemporal reallocation analysis

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Research has supported the association between movement behaviors and cognitive ability in preschool children. However, most of the research has independently examined the various movement behaviors (e.g., physical activity, sedentary behavior, and sleep) without considering the dynamic composition of these behaviors in a 24-hour daily cycle. Therefore, this study aimed to explore the relationship between 24-hour movement behaviors and cognitive ability in preschool children. The participants were 191 Chinese preschool children from Zhuzhou aged 3–6 years. We measured light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and sedentary behavior (SB) using the Actigraph Accelerometers and evaluated the children’s sleep time based on reports from parents and teachers. The Chinese version of the Wechsler Young Children Scale of Intelligence (C-WYCSI) was used to assess cognitive ability. Compositional analysis and isotemporal substitution were performed to examine the influence of 24-hour movement behaviors on children’s cognitive ability. After controlling for demographics (e.g., age and sex), the composition of 24-hour movement behaviors was significantly associated with the verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ). Importantly, preschool children demonstrated greater cognitive behavior when time in MVPA replaced that spent in LPA, SB, or sleep than when time spent in LPA, SB, and sleep replaced that spent in MVPA within the 24-hour cycle. Physical activity engaged in a 24-hour daily cycle has a significant effect on cognitive ability in preschool children, with increased MVPA and LPA being associated with higher PIQ and FIQ and increased sleep being associated with lower VIQ, PIQ, and FIQ. Replacing time in SB and LPA with MVPA is promising for children’s cognitive development.

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Developmentally appropriate access to technology can support toddlers in learning and play. While touch screens are a popular interaction modality for children under the age of three, they may not be appropriate for all children or all tasks. We know comparatively little about how toddlers interact with joystick-based technology, and more fundamental research is required to understand joystick interactions at different ages and developmental stages. We quantified how 36 nondisabled toddlers used a joystick to play a cause-and-effect game on a computer. Children demonstrated a strong preference for moving the joystick forward first, regardless of the target direction. On average, the oldest children navigated the joystick to the target 5 seconds faster than the youngest children, and were nearly twice as efficient in their joystick path. These findings inform the design of assistive algorithms for joystick-enabled computer play and developmentally appropriate technologies for toddlers.

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A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project

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Apr 2024
AM J HUM BIOL

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Objective To investigate the prevalence of internet gaming disorder (IGD) symptoms in a sample of Brazilian adults, and its association with personality, psychiatric symptoms and psychosocial measures. Methods We evaluated 219 adults online recruited using questionnaires and psychometric scales. We evaluated the behavior and pattern of internet games using the Game Addiction Scale (GAS). We tested the association of the previous measures with the GAS scores by spearman correlations and multiple regression analysis. Results Of our sample, 74% played games online. We found correlations between IGD symptoms and most symptoms of mental disorders, with small or moderate effect sizes, as well as correlations with the personality traits of agreeableness (r = -0.272; p < 0.001), conscientiousness (r = - 0.314; p < 0.001), and neuroticism (r = 0.299; p < 0.001). Additionally, we found a negative association with psychosocial outcomes such as quality of life (r = -0.339; p < 0.001) and life satisfaction (r = - 0.202; p < 0.003). The multivariate model included the personality traits of conscientiousness and agreeableness and symptoms of dissociation and somatization as predictors. The prevalence of IGD was 9% in those who played online games. Conclusion IGD is correlated with different areas of the individual’s life, such as personality, quality of life, and several common symptoms of mental disorders. The prevalence can be considered high among players (9%). Conscientiousness, agreeability, somatic symptoms, and dissociative symptoms were associated with the symptoms of IGD. Electronic games; video games; mental health; behavioral addictions; internet gaming disorder

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Aug 2023
Educ Inform Tech

As children spend more time in the digital world, numerous researchers have studied access to and use of the internet. They pointed out the positive and negative consequences of that. However, despite the importance of children’s conscious use of the internet and parental guidance, the awareness and needs of parents in this area have not been discovered. In order to provide a correct and healthy counselling service, it is useful for the person providing it to be aware of the need for the service to be offered and then to examine his or her self-efficacy in this area. To address the gap in the relevant literature, in this embedded mixed-methods study, we first interviewed parents (n = 40) to explore their digital parenting and identify their needs. We then developed a digital parenting training program to address these needs and sought to raise parents’ awareness. We tested the effect of the program we developed using the experimental design pretest-posttest-follow-up-tested control group. We used the risk protection subdimension of the Digital Parenting Awareness Scale as a data collection tool. At the end of the training, we found that parents in the experimental group (n = 14) showed a significant increase in protection from risks in digital parenting. In a follow-up measurement three months after the end of the training program, we found that the scores of parents in the experimental group had not changed significantly in terms of protection against digital risks, i.e., this change persisted. As part of the findings, we made professionals who provide family education and counseling aware of the digital parent training program and suggested that they use the program we developed in the family trainings they organize.

The Effectiveness of Adaptive Learning Methods in Mathematics Compared to Flipped Learning analyzed by ANN and IoT

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Individual differences must be considered for a good learning environment, and students with autism are known to differ from normal students and among themselves in that they do not benefit from traditional teaching methods. Therefore, to teach these students, it is necessary to use special and diverse teaching strategies and methods that suit their abilities and needs. In this study, a self-adaptive model for teaching mathematics and English language was created so that the student can receive information on several adaptive ways according to the diversity of their abilities. 100 students with autism were selected and divided into two groups, the control group taught in flipped learning and the experimental group which was divided into two groups, group (1) and group (2). And both of them taught in an inverted adaptive learning environment. For 28 weeks the students worked in this environment. This paper focus on learning concepts. Also, in this paper the unique data has been used and analyzed by ANN.

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Mar 2023
SOMATOSENS MOT RES

Purpose/aim of the study: The purpose of this study was to analyse the relationship between digital media use and expressive language skills in the semantic and morphosyntactic domains, of pre-school-aged children (3 years-and-0 months to 5 years-and-11 months). Materials and methods: Verbal oral expression (VOE) tasks of the Pre-school Assessment of Language Test (Teste de Linguagem-Avaliação da Linguagem Pré-Escolar) were administered to 237 pre-school children with no previous identified neurological or developmental conditions associated with language disorders to assess expressive language skills in the semantic and morphosyntactic domains. Parents completed a questionnaire about their children's medical conditions, development (using the milestones of the Survey of Well-being of Young Children and the Pre-school Paediatric Symptom Checklist), and exposure to screens (using ScreenQ). Correlations between VOE and continuous variables such as ScreenQ were computed and a regression model incorporating all variables significantly associated with total language verbal expression was created. Results: ScreenQ revealed a negative and significant correlation with children's verbal oral expression as well as significance in the regression model. Parents' education was the most significant predictor in this regression model. Conclusions: This study emphasizes the importance of parents establishing limits for digital media use and promote good practices such as co-viewing.

Evaluation of accuracy, reliability, quality, and readability of online patient information materials on coccyx injury

Article

Full-text available

Jan 2023
MEDICINE

The aim of this research is to evaluate the websites containing “coccydynia, coccyx trauma or fracture” in terms of readability, reliability, accuracy, and quality. Searches for “coccydynia, coccyx trauma, coccyx fracture” were carried out in the 3 most used search engines in the USA: Google, Yahoo, and Bing in February 2022. A total of 141 websites were rated by 2 different neurosurgeons for the “Global Quality Score” and “Alexa Popularity Rank.” 97.2% of the sites examined include the definition of the disease, 66% include the importance of the disease, 92.9% include the symptoms of the disease, 88.7% include the treatment of the disease, 78% include the signs of the disease, 77.3% include the mechanism of the disease It has been determined that the websites examined within the scope of the research have high global quality score (GQS) and APR and are enriched with images to a large extent.

METODE CERITA ISLAMI DALAM PENGEMBANGAN KOGNITIF ANAK USIA DINI TAMAN KANAK-KANAK MARDI PENI 2 DEMAK

Article

Full-text available

Jul 2022

Sofiatun Sofiatun

The objectives of this study are: 1) to describe the implementation of the Islamic story method in early childhood cognitive development in Mardi Peni 2 Karanganyar Kindergarten, Demak Regency. 2) describe the results of the implementation of the Islamic story method in early childhood cognitive development at Mardi Peni 2 Karanganyar Kindergarten, Demak Regency. This research is a qualitative descriptive study. Collecting data using observation, interviews and documentation. This study uses inductive data analysis. The data analysis process in this study took several stages, namely: data collection, codification and categorization. The results showed that the application of the Islamic storytelling method to develop children's cognitive was done by preparing teaching materials and telling stories to students with teacher improvisation so that learning became interesting and students felt happy listening to stories. Islamic stories that are often read to students are stories of the prophet, the struggles of Muslims, and advice in the Qur'an. The results of the implementation of the Islamic storytelling method are very helpful for students' cognitive development, starting from the sensory-motor stage, pre-operational stage, and concrete operational stage.

Examining Relationships among Chinese Preschool Children’s Meeting 24-Hour Movement Guidelines and Fundamental Movement Skills

Article

Full-text available

Sep 2022

Background: Few studies have investigated associations between meeting 24-Hour Movement Guidelines and preschool children's fundamental movement skills (FMS). This study aimed to investigate the associations between Chinese preschoolers meeting various combinations of the Guidelines and FMS, as well as examining gender differences across those outcomes. Methods: A total of 322 preschool children (181 boys and 141 girls) aged 3-6 years old were recruited from five early-childhood education and care services in China. Children's 7-day physical activity (PA) was assessed using accelerometry, and screen time (ST) and sleep duration were reported by their parents. FMS were assessed by Test of Gross Motor Development 3. Descriptive statistics and gender differences in children's meeting the Guidelines and FMS were calculated using t-tests for continuous variables and Chi-square tests for categorical variables. Results: Most preschoolers met the sleep and ST guidelines, but only 22.3% met the PA guidelines; 4% of preschoolers did not meet any of the recommendations, while 9.3% met all three recommendations. Boys reported significantly higher compliance with all combined recommendations. There were positive associations between meeting the PA guidelines and both locomotor (β = 0.49; p < 0.001) and object control skills (β = 0.21; p < 0.001). A significantly positive relationship was identified between meeting PA + sleep guidelines and locomotor skills (β = -0.16; p = 0.02). A significantly negative association was observed between preschoolers' meeting sleep + ST guidelines and locomotor skills (β = 0.31; p = 0.001). Conclusion: Few preschoolers met all three movement behavior guidelines. The findings suggest that PA levels, especially MVPA, are important for the promotion of FMS. Meanwhile, the impacts of ST and sleep on motor development cannot be neglected.

Effectiveness of cloud-based rehabilitation in children with developmental language disorder during the COVID-19 pandemic: A prospective cohort study

Article

Full-text available

Aug 2022
MEDICINE

During the coronavirus disease 2019 pandemic, we considered the case of a child with developmental language disorder (DLD) who could not go to the hospital on time to receive timely rehabilitation treatment due to disrupted hospital operations. The application of cloud-based rehabilitation platforms has provided significant advantages and convenience for children with DLD in-home remote rehabilitation. Among them, the JingYun Rehab Cloud Platform is the most widely used in mainland China. It is an interactive telerehabilitation system developed by Weixin Huang that delivers personalized home rehabilitation for special education children. In this study, we used the JingYun Rehab Cloud Platform to investigate the extent to which cloud-based rehabilitation is effective for children with DLD in terms of language and cognitive outcomes. This was a prospective cohort study including all children who were evaluated and diagnosed with DLD through Sign-Significant Relations and were followed up at the rehabilitation clinic of our institute. We followed 162 children with DLD for 3 months, including 84 children with DLD who participated in remote cloud-based rehabilitation on the JingYun Rehab Cloud Platform and 78 children with DLD as the control group who underwent home-based rehabilitation. Language abilities of both groups were assessed using the Chinese version of the Peabody Picture Vocabulary Test-Revised. Several measures of training performance (language, memory, and cognition tasks) were assessed before and after cloud-based rehabilitation in the remote cloud-based rehabilitation group. Children with DLD in the cloud-based rehabilitation group performed significantly better in language abilities, as assessed by the Peabody Picture Vocabulary Test-Revised, than children with DLD in the control group. Furthermore, for children who participated in remote cloud-based rehabilitation, the frequency of training sessions was proportional to their performance on language, memory, and cognition tasks. This study demonstrated the effectiveness of cloud-based rehabilitation on the JingYun Rehab Cloud Platform in treating children with DLD.

Raising the Child—Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis

Article

Full-text available

Aug 2022
Int J Environ Res Publ Health

Screen media are ubiquitous in human life across all age, cultural and socioeconomic groups. The ceaseless and dynamic growth of technological possibilities has given rise to questions regarding their effect on the well-being of children. Research in this area largely consists of cross-sectional studies; experimental and randomized studies are rare, which makes drawing causative conclusions difficult. However, the prevailing approach towards the use of screen media by children has focused on time limitations. The emerging evidence supports a more nuanced perspective. It appears that the older the child, the more important how the screen media are used becomes. Concentrating on the quality of the screen, time has become increasingly relevant in the recent COVID-19 pandemic, which necessitated a transfer of educational and social functioning from real-life to the digital world. With this review, we aimed at gathering current knowledge on the correlations of different screen media use and development outcomes, as well as providing an overview of potential benefits that new technologies may provide to the pediatric population. To summarize, if one cannot evade screen time in children, how can we use it for children’s maximum advantage?

Effect of the concept education programme on 48–60-month-old children's visual-spatial perception mechanisms

Article

Full-text available

Jan 2022

Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children’s visual perception skills. Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.

What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

Article

Full-text available

Jan 2022

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

Role of the Multimedia in Concept Learning from Parents’ Perspective

Article

Full-text available

Sep 2021

During the period of the pandemic in particular, children who are not able to leave their homes have been spending more time using multimedia devices. This research was carried out in order to determine the role of multimedia in preschool children's concept learning, as expressed by their parents. For this purpose, the research was designed qualitatively, and the case study model was used. The study's working group consisted of 21 parents living in seven different geographical regions of Turkey. The parents were determined using the maximum variation sampling method. A semi-structured interview form was used as a data collection tool in the research. The content analysis technique was used to analyze the data obtained in the research. As a result of the research, it was determined that the multimedia devices that children spent most time on were televisions, smartphones and tablets. Children preferred to use multimedia mostly for fun and games. The vast majority of parents thought that adult supervision was needed when children spent time using multimedia devices. In the research, the benefit of multimedia use that the parents most emphasized was concept learning. According to the parents, their children learned many basic concepts through accessing multimedia content. Parents also expressed their opinion that the multimedia content and apps contributing most to the children's concept learning were animated cartoons, YouTube and digital games. As a result of the research, it can be said that technological devices that offer children multimedia content positively affect children’s learning of basic concepts.

How socioeconomic status, verbal memory, rapid naming and receptive language contribute to phonological awareness in Turkish preschool children

Article

Jul 2021

The present study investigated the relative importance of verbal memory, rapid naming, receptive language and phonological awareness for Turkish children from low-versus middle and high-socio economic status (SES) backgrounds. A total of 132 kindergarten children were assessed on verbal memory, rapid naming, receptive language and phonological awareness in Turkish. Results revealed that low-SES children exhibited lower levels of verbal memory, rapid naming, receptive language and phonological awareness than their middle and high-SES counterparts. Regression analyses also indicated that verbal memory and receptive language made significant contributions to phonological awareness. Overall, findings show the potential importance of SES inequalities, verbal memory skills and receptive language input to their children for phonological awareness.

Emotional Dysregulation in Preschool Age Predicts Later Media Use and Gaming Disorder Symptoms in Childhood

Article

Full-text available

Jun 2021

Background: The aim of this study was to evaluate the role of early Emotional Dysregulation (ED) at preschool age as a risk factor or predictor of later media use behavior and Gaming Disorder (GD) in school age. Methods: 80 patients (63.7% male; mean age = 4.2, SD = 1.23) who had attended a special outpatient program for preschoolers at measuring point time t1 were contacted at measuring point time t2 (mean age = 9.2, SD = 2.03). At t1, the comprehensive clinical assessment comprised Child Behavior Checklist—Dysregulation Profile (CBCL-DP). At t2, parents completed a questionnaire on their children's media availability, usage times, and GD. Results: ED predicts a more intense use of digital media in the future. The daily average screen-use time at t2 varies significantly between the groups (148 min for children with ED at t1 and 85 min for children without ED at t1). The intensity of media use can be considered a significant predictor for the presence of a GD in dimensional assessment. When GD is classified categorically, according to the DSM-5 criteria, there is no significant correlation between ED and later GD diagnosis, neither between screen-use time and GD diagnosis. However, at dimensional level, preschool children with ED show significantly higher GD symptom scores at 9 years of age. Conclusion: ED at preschool age is strongly associated with time spent video gaming and GD symptoms 5 years later. Our results strongly indicate that emotion dysregulation in preschool children is a risk factor for later problematic video game playing behavior. This strengthens the concept of ED in the etiology of media use and provides potential targets for early GD prevention.

Competence, Access and Usage of the Internet among Primary School Children in South East Nigeria

Article

Full-text available

Jun 2021

The study is an examination of children's competence, access and usage of the internet, with a focus on select primary school children in South East, Nigeria. The research design was survey. Data were obtained, using questionnaire. Information gathered showed that most children in South East Nigeria are competent in using the internet and use the internet for their educational, entertainment and recreational needs. The findings further revealed that in the course of using the internet, the children come across inappropriate materials that were violent and pornographic in nature. It was, therefore, recommended among others that there should be constant supervision of the children as they use the internet, to avoid them having access to harmful internet materials.

A LongitudInal Study of the Effect of Computers on Cognitive Development of Low Income African American Preschool Children.

Article

Jan 2018
Early Educ Dev

Research Findings: The current study examined the impact of daily classroom computer use on the cognitive development of preschool children in 14 urban Head Start classrooms. The sample consisted of 208 predominantly African American low-income children with a mean age of 48.8 months. A quasi-experimental design was used in which 7 classrooms had computers and 7 classrooms served as the control. Assessments were made at baseline and at 6, 12, and 18 months. Hierarchical linear modeling was used to assess differences between the computer and control groups on cognitive developmental trajectories. Children in the computer condition displayed significantly greater increases in quantitative development than did children from the control condition. Practice or Policy: Children’s access to computers at home and at school has become increasingly prevalent. However, there is still a substantial disparity in access to technology between different socioeconomic groups. The preschool years may offer a promising opportunity to close this gap in access; however, little is known about the impact of computers on the developing minds of children, particularly those from low-income African American families. Findings from the current study suggest that daily use of computer centers in the Head Start classroom may benefit quantitative outcomes for young children.

İlkokul Öğrencilerinin Bilgisayar, İnternet Kullanımı ve Bilgisayar Oyunları Hakkındaki Düşünceleri

Article

Full-text available

Apr 2020

The investigation of screen-viewing on young children: Before and during the Covid-19 pandemic

Article

Dec 2020

Metehan Buldu

The aim of the current study is to investigate the use of screen in young children before and during the pandemic and the attitudes of mothers towards their children's screen-viewing time. To achieve this, 20 mothers who have children between 1.5 and 6 years-old included in the study. The design of this qualitative study is phenomenology to collect more extensive and rich descriptions of experiences. These mothers were selected through convenient sampling method and due to the Covid-19 pandemic; interviews were carried out with one-on-one phone call. 21 open-ended interview questions were used to get information about the participants’ views and practices. The findings showed that there are differences between mothers' expectations and practices about the screen meeting of their children, they could not implement their expectations on their own children, and their children met the screen at an earlier age. Also, findings revealed that mothers are conscious about the influences of screen-viewing and it has both physical and behavioral consequences for their children.

PRIMENA SAVREMENE TEHNOLOGIJE U VASPITANJU I OBRAZOVANJU DECE PREDŠKOLSKOG UZRASTA– PRIKAZ REZULTATA ISTRAŽIVANJA IZ RAZLIČITIH ZEMALJA

Article

Full-text available

Oct 2020

The application of modern technology in educational work refers to the creation of an adequate approach and model of use of technology products at all levels of the education system. Informatization of modern society leads to a change in educational standards, as well as methods and tools used in educational work. The aim of this paper is to determine, on the basis of theoretical analysis of scientific literature, in which countries in the world ICT technology is applied in educational work with preschool children, as well as to present the results of studies that indicate the effects of technological products on the development, behavior and learning of preschool children. In addition to the analysis of the results regarding the application of modern technology in preschool institutions, the results of research related to the application of ICT technology in the family context were also analyzed.

Realidade Aumentada no ensino de Matemática

Research Proposal

Full-text available

Jun 2020

Com as crianças cada vez mais envolvidas no mundo tecnológico e digital, surge a oportunidade de introduzir a tecnologia no ensino e promover resultados como: maior motivação, compreensão e envolvimento dos alunos nas matérias lecionadas. As dificuldades na aprendizagem de Matemática revelam-se nas crianças desde o início do seu percurso académico e, apesar de todos os esforços dos agentes do ensino, persiste uma significativa percentagem de insucesso. A Realidade Aumentada já demonstrou em vários estudos, resultados positivos a nível da motivação e do envolvimento dos alunos e poderá ser a chave para colmatar as falhas no ensino de Matemática.

A Meta-Analysis of Stressors from the Total Environment Associated with Children’s General Cognitive Ability

Article

Full-text available

Jul 2020
Int J Environ Res Publ Health

General cognitive ability, often referred to as ‘general intelligence’, comprises a variety of correlated abilities. Childhood general cognitive ability is a well-studied area of research and can be used to predict social outcomes and perceived success. Early life stage (e.g., prenatal, postnatal, toddler) exposures to stressors (i.e., chemical and non-chemical stressors from the total (built, natural, social) environment) can impact the development of childhood cognitive ability. Building from our systematic scoping review (Ruiz et al., 2016), we conducted a meta-analysis to evaluate more than 100 stressors related to cognitive development. Our meta-analysis identified 23 stressors with a significant increase in their likelihood to influence childhood cognitive ability by 10% or more, and 80 stressors were observed to have a statistically significant effect on cognitive ability. Stressors most impactful to cognition during the prenatal period were related to maternal health and the mother’s ability to access information relevant to a healthy pregnancy (e.g., diet, lifestyle). Stressors most impactful to cognition during the early childhood period were dietary nutrients (infancy), quality of social interaction (toddler), and exposure to toxic substances (throughout early childhood). In conducting this analysis, we examined the relative impact of real-world exposures on cognitive development to attempt to understand the inter-relationships between exposures to both chemical and non-chemical stressors and early developmental life stages. Our findings suggest that the stressors observed to be the most influential to childhood cognitive ability are not permanent and can be broadly categorized as activities/behaviors which can be modified to improve childhood cognition. This meta-analysis supports the idea that there are complex relationships between a child’s total environment and early cognitive development.

5-6 Yaş Çocuklarının ve Ebeveynlerinin Bazı Alışkanlıkları İle A Study on the Differences between Certain Habits of 5-6 Year Old Children and their Parents' and Parents' Rearing Attitudes

Article

Full-text available

Jun 2020

Ebru Hasibe Tanju Aslışen

z Bu çalışmada 5-6 yaş çocukları ve ebeveynlerinin, kitap, dergi, makale vb. yazılı materyalleri okuma, televizyon izleme ve bilgisayar kullanma alışkanlıkları ile ebeveynlerin çocuk yetiştirme tutumları arasındaki farklılıkların incelenmesi amaçlanmıştır. Bunun yanı sıra ebeveynlerin eğitim durumları, çocuklarının cinsiyetleri ve doğum sıraları ile çocuk yetiştirme tutumları arasında anlamlı bir farklılık olup olmadığı da incelenmiştir. Örneklemi 5-6 yaş grubundan 153 çocuğun ebeveyni oluşturmuştur. Veri toplama araçları olarak Aile Hayatı ve Çocuk Yetiştirme Tutumu Ölçeği (PARİ), demografik bilgi formu ile yazılı materyal okuma, televizyon izleme ve bilgisayar kullanma alışkanlıkları üzerine geliştirilen bir anket kullanılmıştır. Verilerin değerlendirilmesinde t-testi ve çok yönlü varyans analizi (MANOVA) kullanılmıştır. Bulgularda ebeveynlerin çocuklarıyla birlikte televizyon izlemeye ayırdıkları sürelere bakıldığında ev kadınlığı rolünü reddetme, evlilik çatışması ve sıkı disiplin alt boyutlarında istatistiksel olarak anlamlı bir farklılık saptanmıştır. Ebeveynlerin işle ilgili yazılı materyalleri okuma ve bilgisayar kullanma süreleri açısından da sıkı disiplin ve aşırı koruyucu annelik tutumu alt boyutlarında istatistiksel olarak anlamlı bir farklılık belirlenmiştir. Çocukların özellikle psiko-sosyal gelişimlerini desteklemek amacıyla, anne-babaların çocuklarını iç kontrol odaklı kişiler olarak yetiştirmeleri yönünde tutumlar sergilemeleri önerilebilir. Anahtar Kelimeler: Ebeveyn tutumları, yazılı materyaller okuma, televizyon izleme, bilgisayar kullanma, alışkanlıklar. Abstract This study aims to investigate the differences between parents' and 5-6 year-old children's reading habits of written materials such as books, magazines, articles etc., and their habits of TV watching and computer use of as well as parents' child rearing attitudes. Moreover, it is examined whether or not there is a statistically significant difference between the parenting styles and parents' educational status, gender of children, and their birth order. The sample included parents of 153 children aged between 5 and 6. Data collection instruments were the Parental Attitude Research Instrument (PARI), a demographic information form and a questionnaire form which includes reading materials, TV watching and computer use habits. The data were analyzed using t-test and multiple analysis of variance (MANOVA). The findings show that when the time parents spend on watching television with their children is considered, a statistically significant difference has been found in the rejection of the homemaking role, marital conflict, and strict discipline subdimensions. A statistically significant result has also been observed in terms of parents' reading work-related printed materials and computer use time in the strict discipline and maternal overprotection subdimensions. As a result, parents are recommended to adopt attitudes to raise their children as individuals with internal control orientation, particularly to support their psycho-social development.

Erken Çocuklukta Ekran Maruziyetinin Dil Gelişimine Etkisi Üzerine Bir Derleme

Article

Oct 2024

Bu çalışma, 0-6 yaş arası çocukların ev ortamındaki dijital maruziyetin dil gelişimleri üzerindeki etkisini araştırmak ve ebeveynlere yönelik öneriler geliştirmek amacıyla yapılmıştır. Araştırma, günümüzde teknolojik gelişmelerin etkisiyle kontrolsüz ekran maruziyetinin arttığı ve bu durumun çocukların gelişimine olumsuz etkileri olabileceği gerçeğinden yola çıkmaktadır. Çocukların dil gelişimini etkileyen faktörler incelenirken, ekran başında geçirilen sürenin uzunluğu ve bu süreyi azaltmaya yönelik müdahale çalışmaları ele alınmıştır. Çalışmanın bulguları, ekran kullanımının dikkat dağıtıcı ve pasif bir etkisi olduğunu, bu durumun gerçek hayattaki deneyimlerle desteklenmesinin dil ve beyin gelişimi açısından önemli olduğunu ortaya koymaktadır. Ayrıca, ebeveynlerin çocuklarına model olma sorumluluğuna vurgu yaparak, teknolojik aletlerin bilinçli ve denetimli bir şekilde kullanılmasının önemine dikkat çekilmiştir. Bilinçsiz teknoloji kullanımının aile içi iletişimi olumsuz etkilediği ve aile bireylerini bireyselleştirdiği belirtilmiş ve ebeveynlerin teknoloji bağımlılığı, medya okuryazarlığı ve güvenli internet uygulamaları konusunda bilinçlendirilmesi gerektiği vurgulanmıştır. Sonuç olarak, çalışma kanıta dayalı öneriler sunarak, ebeveynlere ve eğitmenlere çocukların dil gelişimi için sağlıklı teknoloji kullanımı konusunda rehberlik etmektedir.

An Instrumented ‘Explorer Mini’ for Quantitative Analysis of Toddlers Using Powered Mobility for Exploratory, Mobile, and Digital Play

Conference Paper

Sep 2024

SİBER MAĞDURİYET, AKRAN ZORBALIĞI, KARANLIK ÜÇLÜ, RİSKLİ DAVRANIŞLAR VE PROSOSYAL DAVRANIŞLARIN SİBER ZORBA OLAN/OLMAYAN ERGENLERİ DOĞRU SINIFLANDIRMA DÜZEYİ

Thesis

Full-text available

Feb 2023

Rüstem Göktürk Haylı

The aim of this study is to determine to what extent adolescents' cyber victimization, peer bullying, dark triad personality traits, risk behavior and prosocial behaviors predict cyberbully and non-cyberbully adolescents. This research is a descriptive quantitative research conducted in a cross-sectional design and designed in an exploratory correlational model. A total of 952 students studying at 9 faculties and 1 vocational school at İnönü University in the 2021-2022 academic year participated in the research. Revised Cyberbullying/Victimization Inventory 2, Peer Bullying Scale, Short Dark Triad Scale Turkish Form, Risk Behaviors Scale, Prosocial Tendencies Scale and personal information form were used as data collection tools in the study. The data of the study were analyzed by percent-frequency analysis and logistic regression analysis. Before performing the logistic regression analysis, it was determined that the sample was large enough, outlier data were not included in the analysis, and the correlation coefficients between the variables were examined and it was seen that there was no multicollinearity problem. As a result of the research, it was determined that 47% of the adolescents in the sample were involved in the cyberbullying process as a bully, victim or bully/victim (both bully and victim); 53% of them were not involved in cyberbullying. It was determined that 30% of the adolescents are cyberbullies, 40% are cyber victims, 7% are only cyberbullies, 17% are only cyber victims, and 23% are bullies/victims. In the logistic regression model obtained, it was determined that there was a relationship between cyberbullying and the predictive variables in the study, that the goodness of fit of the model was sufficient and it explained 25% of the variance in cyberbullying. It was determined that the model accurately classified cyberbully and non-cyberbully adolescents at the rate of 79%, and cyber victimization, peer bullying, alcohol use, antisocial behaviors and nutrition habits made significant contributions to the prediction of cyberbully and non-cyberbully adolescents.

Technology addiction: evaluation and diagnosis

Article

Full-text available

Feb 2016

Num mundo cada vez mais influenciado pela tecnologia, crescem as dúvidas sobre o papel que as novas tecnologias passam a ter nas nossas vidas e sobre as possíveis consequências negativas que podem acarretar. Considera-se dependência de tecnologia quando o indivíduo não consegue controlar o uso da tecnologia, principalmente quando esse uso está tendo impacto negativo nas principais áreas da vida (relacionamentos interpessoais, desempenho nos estudos/trabalho, saúde física, etc.). Trata-se de um fenômeno global, que parece afetar em torno de 6% da população e que pode ter apresentações bastante heterogêneas. Os subtipos de dependência de tecnologia de maior relevância na prática clínica são: dependência de jogos eletrônicos, de redes sociais e de smartphones. Na maioria dos casos de dependência de tecnologia é possível identificar a presença de comorbidades psiquiátricas. Além de uma avaliação completa e centrada no diagnóstico, uma escuta atenta para as especificidades dos jogos e das redes sociais utilizadas pelos pacientes, assim como para as motivações para o seu uso, pode também fornecer informações relevantes para o atendimento dos pacientes.

Zwischen Schaden und Nutzen – Elektronische Medien im Vorschulalter

Article

Jun 2021

Inwieweit nutzen jüngere Kinder elektronische Medien? Und überhaupt – welche Bedeutung haben die neuen Medien und die zunehmende Medialisierung der kindlichen Lebenswelt für die Entwicklung und Gesundheit eines Kindes? Ein Überblick über aktuelle Studien und Handlungsempfehlungen.

Vygotsky and Internet Grooming: The Darker Side of ZPD and Scaffolding

Chapter

Jan 2021

Kerry Hannigan

Developing a typology for internet grooming offenders is complex and difficult to achieve as online offenders can cross typologies or work through different stages of typologies, therefore any typology associated with online child sex abusers should be seen as fluid. The creation of the internet and the advancement in technology of mobile and portable devices has led to a new set of tools being made available for children to use and a new set of interactions for children to participate in (Berryman et al. in Developmental Psychology and You. Blackwell, Oxford, 2002; Li and Atkins in Pediatrics 113:6, 2004; Rogoff and Morelli in Developmental Psychology – A Reader. Arnold, London, 1998; Vygotsky in Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, London, 1978). Through research involving 859 Scottish school pupils, aged 10–17 years, Vygotsky’s (Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, London, 1978) theory of the Zone of Proximal Development (ZPD) and Wood et al.’s (Journal of Child Psychology and Psychiatry 17, 1976) development of the concept of scaffolding were identified as offering an explanation of the behaviour of both child victims and child sex abusers when online. How these tools could be implemented by child sex abusers to communicate with children within their zone of proximal development can explain the fluid nature of online grooming. It is argued therefore that ZPD and scaffolding provide a promising way to understand the way children and young people’s normal developmental processes can be exploited by unscrupulous people.

Learning and Teaching Early Math: The Learning Trajectories Approach

Book

Full-text available

Nov 2020

Desempenho de crianças com e sem deficiência em teste de conceitos tradicionais e no formato de histórias infantis/ Performance of children with and without disabilities on traditional tests of basic concepts and on tests designed as children’s stories.

Article

Jan 2020

Objetivos: Investigar se o desempenho de crianças com e sem deficiência em testes de conceitos básicos é influenciado pelo formato da avaliação, comparando-se testes psicoeducacionais com avaliações em formato de histórias infantis. Método: Participaram 102 crianças com idades entre quatro e 13 anos - 61 com desenvolvimento típico e 41 com paralisia cerebral. Oito conceitos básicos foram avaliados por quatro instrumentos: Boehm Test of Basic Concepts (Third Edition-Preschool), Bracken Basic Concept Scale (Third Edition-Receptive) e duas histórias infantis, Feliz Aniversário e A Casa dos Bichos. Cada história foi desenvolvida em conformidade com características de um dos testes, respectivamente, como o tamanho do caderno de figuras e a disposição das alternativas. Resultados: Considerando-se todos os sujeitos, os melhores desempenhos foram obtidos na história A Casa dos Bichos (50,49% de acertos) e no teste de Bracken (50,25%), seguidos pela história Feliz Aniversário (46,20%) e pelo teste de Boehm (44,73%). Obteve-se diferença significante nas comparações entre as médias dos dois primeiros instrumentos em relação aos dois últimos. Discussão: Diferentes características dos instrumentos podem ter influenciado os resultados, como a disposição das alternativas e o domínio conceitual em que cada conceito era aplicado; o contexto da história parece ter influenciado as crianças com paralisia cerebral, cujos desempenhos foram inferiores somente no teste de Boehm. Conclusão: Embora o contexto das histórias não tenha sido relevante em todas as comparações, os resultados indicam que o desempenho das crianças varia em função do instrumento de avaliação, devendo-se considerar esse aspecto no desenvolvimento de testes de conceitos básicos.

Upaya Guru Dalam Memaksimalkan Perkembangan Kognitif, Sosial dan Motorik Anak Usia Dini

Article

Full-text available

Jun 2020

Teachers are the spearhead in maximizing early childhood development. The purpose of this study is to determine the efforts of teachers in developing children's potential, and want to know the obstacles experienced by teachers on children's cognitive, social and motor development. this research included in field research (field research). The approach used is a descriptive qualitative approach. For primary data is data obtained from interviews with class B1 group teachers and school principals, as well as the results of observations of learning both inside and outside class B1 group RA Ar-Rahmah Papringan Caturtunggal, Depok District, Sleman Regency. The results showed that teachers need to understand the ideal development of a child in terms of cognitive, social and motor aspects. RA Ar-Rahmah group B1 has different character and development, some are smart in counting, active in moving and playing, active in answering, responsive to teachers and friends, and others. The learning done by teachers in group B1 children is more varied in using learning methods such as singing, habituation, exemplary, advice, and others in accordance with what material is intended to be taught to children. Interlude between one material with another learning material is also important in learning conducted at RA Ar-Rahmah. Excellent programs owned by RA Ar-Rahmah also encourage teachers to think together so that the desired goals of the school are achieved. Developmental delay in children is indeed one of the obstacles in optimizing children's development. The need for good collaboration between teachers at school and parents at home in optimizing children's cognitive, social and motor development.

Elementary School Students' Computer and Internet Use at Home: Current Trends and Issues

Article

Full-text available

Dec 1999
J Educ Comput Res

For the past decade, the number of computers in the home have been steadily increasing. Yet relatively little is known about how children are actually using computers at home. This article elaborates on the results of a survey in which 291 parents of an urban elementary school (K-6) participated. Parents reported on their computer equipment at home, the type and frequency of their children's educational software and Internet use, and shared their ideas how better connections between computer use at home and school might be created. The results indicate that most of students' computer use was dedicated to game playing followed by various other software activities. Students reported more limited Internet activities. While home computer ownership is not necessarily contingent upon gender, some software and Internet use tended to be gender specific activities. Many of the parents' suggestions for connecting school and home focused on the ways in which information about students might be obtained from the school and support through exchanges with teachers. In our discussion we address in which ways these results replicate earlier observations of children's academic home computing. Furthermore, we discuss problematic issues and potential directions in academic home computing.

Test of gross motor development-2

Book

Full-text available

Jan 2000

Dale A Ulrich

The uniqueness of the computer as a learning tool: Insights from research and practice

Article

Full-text available

Jan 1994

Douglas H. Clements

Effects of Computer Programming on Young Children's Cognition

Article

Full-text available

Dec 1984

Assessed the effects of learning computer programming on the cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operation competence, general cognitive measures), and ability to describe directions of 18 1st graders. Ss were pretested to assess receptive vocabulary (PPVT—R), impulsivity/reflectivity, and divergent thinking (the Figural Test of the Torrance Tests of Creative Thinking). Ss were randomly assigned to computer programming or computer-assisted instruction for 12 wks. Posttesting included the McCarthy Screening Test and measures of awareness of comprehension failure, operational competence, and describing directions. Results show that the programming group scored significantly higher on measures of reflectivity and divergent thinking. This group outperformed the computer-assisted group on measures of metacognitive ability and ability to describe directions. No differences were found on measures of cognitive development. It is concluded that computer programming can increase some aspects of problem-solving ability. (26 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Computers in Early Childhood Mathematics

Article

Full-text available

Jun 2002
Contemp Issues Early Child

Douglas H. Clements

Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers. Children Using Computers Most schools have some computer technology, with the ratio of computers to students changing from 1:125 in 1984 and 1:22 in 1990 to 1:10 in 1997 (Clements & Nastasi, 1993; Coley et al, 1997). However, schools having computers does not mean children use computers. In one study, just 9% of fourth graders (they did not collect data on younger children) said they used a computer for schoolwork almost every day; 60% said they never used one. A study of preschool and kindergarten classrooms indicated low use by most teachers (Cuban, 2001). Nevertheless, there seems to be an increasing potential for children to use computers in early childhood settings. Is such use appropriate? An old concern is that children must reach the stage of concrete operations before they are ready to work with computers. Research, however, has found that preschoolers are more competent than has been thought and can, under certain conditions, exhibit thinking traditionally considered 'concrete' (Gelman & Baillargeon, 1983). Furthermore, research shows that even young pre-operational children can use appropriate computer programs (Clements & Nastasi, 1992). A related concern is that computer use demands symbolic competence; that is, computers are not concrete. This ignores, however, that much of the activity in which young children engage is symbolic. They communicate with gestures and language, and they employ symbols in their play, song, and art (Sheingold, 1986).

The Impact of Computer Use on Children's and Adolescents' Development

Article

Full-text available

Feb 2001
J APPL DEV PSYCHOL

In recent years, electronic games, home computers, and the Internet have assumed an important place in our lives. This paper presents a review of the research on the impact of home computer use on the development of children and adolescents. Time use data are presented along with a discussion of factors such as age, gender, and ethnicity, which impact the time spent on computers as well as the activities engaged in. Research on the impact of computer use on cognitive skill and academic development, social development and relationships, and perceptions of reality and violent behavior is reviewed. The special role of the Internet in the lives of adolescents is brought out using data from the HomeNet study. The paper concludes with recommendations for future study in order to better understand the growing impact of computers on our youth.

The Impact of Home Computer Use on Children's Activities and Development

Article

Full-text available

Nov 1999

The increasing amount of time children are spending on computers at home and school has raised questions about how the use of computer technology may make a difference in their lives--from helping with homework to causing depression to encouraging violent behavior. This article provides an overview of the limited research on the effects of home computer use on children's physical, cognitive, and social development. Initial research suggests, for example, that access to computers increases the total amount of time children spend in front of a television or computer screen at the expense of other activities, thereby putting them at risk for obesity. At the same time, cognitive research suggests that playing computer games can be an important building block to computer literacy because it enhances children's ability to read and visualize images in three-dimensional space and track multiple images simultaneously. The limited evidence available also indicates that home computer use is linked to slightly better academic performance. The research findings are more mixed, however, regarding the effects on children's social development. Although little evidence indicates that the moderate use of computers to play games has a negative impact on children's friendships and family relationships, recent survey data show that increased use of the Internet may be linked to increases in loneliness and depression. Of most concern are the findings that playing violent computer games may increase aggressiveness and desensitize a child to suffering, and that the use of computers may blur a child's ability to distinguish real life from simulation. The authors conclude that more systematic research is needed in these areas to help parents and policymakers maximize the positive effects and to minimize the negative effects of home computers in children's lives.

Preschoolers and the Computer

Article

Apr 1984

R. Ann Williams

As four-year-old Eric enter the Living-Learning-Laboratory for Young Children, his eyes quickly scan the room. He excitedly calls to Shawn, who is still in the hall, “Hey, we get to computer today!”

Effects of Computer-Assisted Instruction and Teacher-Assisted Instruction on Arithmetic Task Achievement Scores of Kindergarten Children

Article

Jan 2015

This study tested for differences in the effects of computer- and teacher-assisted instruction on the numeral recognition and cardinal counting scores of 53 kindergarten children. Subjects were taught numbers 1-10 or 11-20 according to their pretest score. Findings suggest that the computer may not be as effective as the teacher with children who are just beginning to recognize numerals but may be superior with children who have a better understanding of the concept. Observations indicated that these children were more comfortable with the computer than those children with less understanding.

A Field Study of the Use of Cognitive-Developmental Principles in Microcomputer Design for Young Children

Article

Jan 2015

Sonja C. Grover

This paper reports on an ACCESS NETWORK project regarding interface design methodology. The research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but not incorporating such principles. The features of the software designed in accord with cognitive-developmental principles included, for instance, cues for coordination between monitor and keyboard and instructional material presented in a meaningful context via graphics. The key findings were that both preschool and kindergarten children working with software designed in accord with cognitive-developmental principles had significantly higher mean percentage correct responses than a group of kindergarten children working with software not incorporating such principles. When a voice synthesizer was added to the software designed in accord with cognitive principles, performance was inferior compared to that for the same software, no-voice version. The voice synthesizer appeared to make the programs too slowly paced and frustrating for some of the children. The findings provide suggestive evidence for some of the features that should be included in the design of software for the young child.

Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects

Article

Sep 1994

A comprehensive computer curriculum designed to teach pre-math/spatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-math/spatial instruction via computer and approximately 20 percent via teacher instruction. The following pretest/posttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and color/direction questions, and less time on color/direction questions. Both FI/FD and Ref/Imp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed.

The Effects of "Instant" Logo Computing Language on the Cognitive Development of Very Young Children

Article

May 1987

This study was designed to investigate whether the use of Logo accelerates the cognitive development of five- to seven-year-old children in a kindergarten class as measured by Piagetian-based tests of conservation of length, measurement and the ability to identify Euclidean shapes. The students in the study were exposed to an expanded form of “Instant Logo” programming language using a guided discovery instructional approach. The training period lasted for six months. Posttest results indicated no significant differences between groups on all the measures, however the Logo teachers reported favorable impacts on the specific academic skills of left/right discrimination, knowledge of shape names, letter recognition and artwork. The results are discussed within a Piagetian framework and directions for future research are given.

Teacher-Assisted Computer Implementation: A Vygotskian Perspective

Article

Jan 1994

This article advances a framework for computer implementation based on Vygotsky's theory of socially mediated cognitive development. The approach suggested by this framework, teacher-assisted computer implementation, acknowledges the critical role of the adult or more skilled partners in task performance and knowledge construction. An application of this approach, designated as software with enhancement, is described as it was used to provide language enrichment with Head Start children. Implications of this approach for computer implementation in early childhood classrooms are discussed.

Microcomputer-Based Instruction In Special Education

Article

Aug 1986

This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.

Young children and computers: Crossroads and directions from research

Article

Jan 1993

Developmentally Appropriate LOGO Computer Programming with Young Children

Article

Aug 2001

The Iowa Early Childhood Papert Partnership (IECPP), a partnership among two public school systems, a private uni-versity school of education, a Head Start agency, a state area educational support agency, and renown technology theorist Seymour Papert, explored ways that LOGO computer pro-gramming can be used in developmentally appropriate ways with young children. The National Association for the Edu-cation of Young Children (NAEYC), defined developmental-ly appropriate practice as (a) age appropriateness, (b) individ-ual appropriateness, and (c) sociocultural appropriateness. Each of these factors are considered, with particular attention being devoted to the developmental theories of Jean Piaget, Erik Erikson, Howard Gardner, and Lev Vygotsky. It is found that although Piaget is the theorist most commonly cit-ed with reference to young children's work with computers, LOGO programming by young children is also (perhaps even more strongly) supported by the theories of Erikson, Gardner, and Vygotsky. Implications for practice are discussed in de-tail, drawing on the experience of those who have introduced the Reggio Emilia approach in their early childhood pro-grams. Implications for curriculum design, pedagogy, family involvement, research, and development are all discussed.

Report on the effectiveness of technology in schools

Article

Jan 2000

Jay Sivin-Kachala

Cognitive and Affective Effects of Various Types of Microcomputer Use By Preschoolers

Article

Sep 1986

An experimental study was conducted to investigate the effects of microcomputer use on preschoolers' knowledge of pre-reading concepts, and on their attitudes toward the microcomputer. After stratification by age and sex, 77 preschoolers were randomly assigned to three treatment conditions: (a) adult-assisted microcomputer instruction; (b) adult-unassisted microcomputer use; and (c) no microcomputer use (control condition). Children in the first two groups were given three 20-min, individual sessions on the microcomputer. The software programs used were designed to teach reading readiness concepts and were typical commercial programs available for this age group. A cognitive test was administered as a pretest and posttest, and an attitudinal interview was administered post-study only. The cognitive data were analyzed with a multivariate analysis of covariance (MANCOVA). There were no significant treatment effects. The attitudinal data analysis revealed significantly greater interest in the microcomputer among the control-group children; however, that group's interest declined significantly after they were given post-study, 20-min orientations to the microcomputer.

An Examination of Software Used with Enhancement for Preschool Discourse Skill Improvement

Article

Jul 1994

Katherine F. Schetz

The purpose of this study was to determine whether commercially available software used with enhancement could improve discourse skills in Head Start students over improvements obtained without enhancement, and over improvements of ordinary classroom instruction. Head Start students (N = 93) in the software conditions received instruction over three months. Pretest/posttest scores on the Preschool Language Assessment Instrument of the seventy-eight students who completed the program were analyzed with a 3 × 2 repeated measures analysis of variance (ANOVA). No statistically significant differences were found for treatment. A significant difference was found for time. A 3 × 2 analysis of variance with the first factor treatment group and the second factor level of functioning (high/low) was also computed. There was no significant main effect for treatment. However, a significant main effect on the PLAI I score for low functioning students was found in both computer training conditions. Suggestions for futur...

Digest of Education Statistics, 1990

Article

Jan 1991

This document, consisting of 7 chapters, 35 figures, and 380 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics; (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, vocational, and adult education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. A wide range of information is presented on subjects including the number of schools and colleges, teachers, enrollment, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: salary comparisons of public and private school teachers and principals; mean tuition charges of private schools; student participation rates in federal, state, and local programs; residence and migration of first-time college students; student performance on history and geography tests; trend profiles of persons earning doctor's degrees in humanities and life sciences; characteristics of college faculty; faculty salaries; staff employed in higher education institutions; and computer use by students and adults. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (MLF)

Technology in Early Childhood Education: Finding the Balance. By Request Series

Article

Jan 2001

This booklet is the seventeenth in a series addressing current educational concerns. The booklet focuses on technology in the early childhood classroom, discussing technology and child development, technology in the curriculum, and technology-related inequities. The booklet includes a discussion of research and literature, implications for policy and practice, a description of how Northwestern educators are using technology in early childhood classrooms, and selected resources. (Contains 27 references.) (EV)

Effects on Achievement of a Home/School Computer Project

Article

Jan 1995

This study investigated a home/school computer project and its effects on reading, language, and mathematics achievement for students after one year and two years in the project. The treatment group consisted of 142 fourth- and fifth-grade students, each of whom received a computer, printer, and telecommunications equipment for use in learning activities in their homes. The comparison group consisted of 147 fourth- and fifth-grade students at a different school in the same district. The data for the study were collected from the California Achievement Test and the Comprehensive Test of Basic Skills, 4th edition. The dependent variables were the changes in scale scores over the time period investigated in the study. The findings indicated that participation in the project was not associated with increased academic achievement. Therefore, educators should enter home/school computer projects with caution and realistic expectations.

Report on the Effectiveness of Technology in Schools, 1990-1994

Article

Jan 1994

This report summarizes the educational technology research conducted from 1990 through 1994. It is based on 133 research reviews and reports on original research projects from both published and unpublished sources. This research varied in methodology: some studies used a technique for synthesizing and analyzing data from many different studies; some compared the use of technology to traditional instructional methods; some compared the use of technology under different learning conditions; and some utilized classroom observation. The report is divided into three sections: (1) "Effects of Technology on Student Achievement"; (2) "Effects of Technology on Student Self-Concept and Attitudes about Learning"; and (3) "Effects of Technology on Interactions Involving Teachers and Students in the Learning Environment." A list of conclusions drawn from the analysis is included, as well as a bibliography of the research cited. (Contains 170 references.) (JLB)

The Effect of Computer Software on Preschool Children's Developmental Gains

Article

Jan 1992

Susan W. Haugland

Investigated the effects of developmental and nondevelopmental computer software on four- and five-year-old children's intelligence, creativity, and self-esteem. Also assessed the effect of supplementing developmental software with related activities. Children exposed to developmental software supplemented with activities had gains in more areas than the other two groups, whereas children exposed to nondevelopmental software had significant losses in creativity. (GLR)

Microcomputers in Early Childhood Education?

Article

Jan 1983

Alan Ziajka

Introduces the basic terminology and capabilities of computers, describes software for children, provides guidelines for choosing hardware, briefly characterizes computer languages, and discusses the use of computers in early childhood education. (RH)

Digest of Education Statistics, 2000

Article

Jan 2001

This edition of the "Digest of Education Statistics" is the 36th in a series that provides a compilation of statistical information covering the broad field of U.S. education from kindergarten through graduate school. The Digest includes data from many sources, both government and private, and draws heavily on work done by the National Center for Education Statistics. The publication contains information on a variety of subjects, including the numbers of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provide background information for evaluating education data. This edition contains a significant amount of new material, including information on: (1) public school building deficiencies; (2) the distribution of high school completers; (3) percent of high school dropouts; (4) average reading proficiency for eighth graders; (5) states with assessment programs in language arts, reading, and writing; (6) enrollment and degrees conferred in women's colleges; (7) total revenue of private not-for-profit degree-granting institutions; and (8) total expenses of private not-for-profit degree-granting institutions. An appendix contains a guide to tabular presentation, a guide to sources, definitions, and an index of table numbers. (Contains 33 figures and 438 tables.) (SLD)

Computer Assisted Instruction and Cognitive Development in Preschoolers

Article

Jan 1997

Compared the use of microcomputers, providing either substantial or minimal scaffolding, to traditional resources on preschoolers' cognitive development over eight weeks. Found that computer assisted instruction software increased verbal and language skills, but not math skills, and only as a function of substantial scaffolding. Software with substantial scaffolding features increased general cognitive ability more than minimally scaffolded instruction. (Author/KB)

Effects of computers and training in Head Start curriculum

Article

Jun 1989

Trisha Ainsa

The effects of adding computers to Head Start curriculum in the developmentally appropriate content areas of early childhood (motor, cognitive, and language development) were examined in 122 4–5 yr olds. The aim was to enrich all curriculum areas via educational computing and assess differences in gain scores of young low-income, low-achievement level students as well as the effects of curriculum capacity building within the areas being served through teacher training, peer training, and parent education. Major findings indicate that effects of computers in Head Start curriculum yielded higher achievement in all content areas compared with a control group. University trained and inservice trained teachers obtained similar positive results. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The child yesterday, today, and tomorrow

Article

May 1987

David Elkind

Examines the images attributed to the child throughout history, including those of the past (e.g., as young citizen, chattel, plaything), present (e.g., sensual, malleable, competent), and future (e.g., sophisticated, self-sufficient). Such images are viewed as a result of prevailing political, social, and/or religious ethos. It is argued that the images of children in the present will be replaced by equally false images in the future; parents will spend less time parenting, and there will be increasing emphasis on social cognition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Use of microcomputers with preschoolers: A review of the literature

Article

Sep 1986
EARLY CHILD RES Q

Research related to microcomputer use by preschool-age children is a timely topic given the rapid increase in interest in, and acquisition of, microcomputers by preschool personnel. This review summarizes and critiques the research in this area. Also synthesized is the relatively large body of literature that consists of unsupported claims and speculations about microcomputer effects. Conclusions drawn from this review suggest that (a) there is a general lack of congruence between the actual research findings and the numerous “pronouncements and speculations” about microcomputer effects; (b) many methodological weaknesses limit the utility of research findings; and (c) little is known, empirically, about important process and outcome variables associated with preschoolers' use of microcomputers. Some recommendations for research are presented, based on the findings from the research and other literature reviewed.

Applied Multivariate Statistics For The Social Sciences

Article

Jan 2002
J Educ Stat

James Stevens

Incl. app., bibliographical references, index, answers pp; 593-619

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology

Article

Sep 2000

Henry Jay Becker

As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than

20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than

75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.

National Center For Education Statistics

Article

Oct 1998

trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: National Center for Education Statistics Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue, NW Washington, DC 20208--5651 September 1998 The NCES World Wide Web Home Page address is http://nces.ed.gov Suggested Citation U.S. Department of Education. National Center for Education Statistics. Evaluation of Definitions

Boehm Test of Basic Concepts The Psychological Corporation

Jan 2001

Ae Boehm

Boehm AE. Boehm Test of Basic Concepts. 3rd ed. Preschool. San Antonio, TX: The Psychological Corporation; 2001

Assessment of Children. Revised and updated 3rd ed

Jan 1992

J M Sattler

Sattler JM. Assessment of Children. Revised and updated 3rd ed. San Diego, CA: Jerome M. Sattler Publishers; 1992

Lexmark Report on Computing and the American Family

Jan 1996

Worldwide Roper Starch

Roper Starch Worldwide. Lexmark Report on Computing and the American Family. Lexington, KY: Lexmark International; 1996

The potential of the microcomputer in the early childhood classroom

Jan 1994
77-91

J Davidson
J L Wright

Davidson J, Wright JL. The potential of the microcomputer in the early childhood classroom. In: Wright JL, Shade DD (eds). Young Children: Active Learners in a Technological Age. Washington, DC: National Association for the Education of Young Children; 1994:77-91

Young children and microcomputers

Jan 1984
49-61

E Brady
S Hill

Brady E, Hill S. Young children and microcomputers. Young Child. 1984;39:49 – 61

Wechsler Preschool and Primary Scale of Intelligence-Revised

Jan 1989

D Wechsler

Wechsler D. Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: The Psychological Corporation; 1989

The Bender Visual Motor Gestalt Test for Children. Los Angeles

Jan 1999

A Clawson

Clawson A. The Bender Visual Motor Gestalt Test for Children. Los Angeles, CA: Western Psychological Services; 1999

High-tech tots: experts debate value of exposing preschoolers to computers

Jan 2002
172

C Kemp

Kemp C. High-tech tots: experts debate value of exposing preschoolers to computers. Am Acad Pediatr News. 2002;21:1, 172

Young Children and Technology: A World of Discovery

Jan 1997

S W Haugland
J L Wright

Haugland SW, Wright JL. Young Children and Technology: A World of Discovery. Boston, MA: Allyn and Bacon; 1997

Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. (NCES 2000-102)

Jan 2000

B Smerdon
S Cronen
L Lanahan
J Anderson
N Iannotti

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Early Childhood Computer Experience and Cognitive and Motor Development

Abstract

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