Healy (1998) sheds much light on the topic of computers for preschool and elementary age children. The following is an outline of what she brings out about the topic:
- Computers and Children’s Health
- The American Academy of Pediatrics has expressed concern about screen time for children. Screen time for school-aged children should be limited to one to two hours per day, with less for preschoolers (p. 110).
- Vision – Vision strain is the number one problem of frequent computer uses (p. 113).
- Postural and Skeletal Problems – video wrist, which resembles the adult problem known as carpal tunnel syndrome (p. 117).
- Radiation Hazards – Monitors emit electromagnetic radiation, especially older models (p. 118).
- Since children are getting less fit by the year, they need more physical activity (p. 121).
- Technology and the Preschool Child
- Time spent with computers in the early years not only subtracts from important developmental tasks but may also entrench bad learning habits, leading to poor motivation and even symptoms of learning disability (p. 205).
- Computers are not desirable for children under the age of seven (p. 206).
- A cartoon once showed a child that looks up at his mother and says I got sent home from computer camp because I couldn’t button my shirt (p.206).
- Developmental tasks to be completed between the ages of two and
seven include:
- Learning in a Social Context. Children’s intelligence, academic success, and emotional stability are determined through interaction with adults.
- Learning to Use All the Senses. No software has been developed that can teach intersensory integration.
- Learning to Be a Powerful Learner. Skills to be learned include the ability to regulate one’s own emotions, problem-solving skills, motivation, social skills, coordination of movement, and imagination.
- Learning to Pay Attention. The ability to direct one’s own attention and focus clearly on what is to be learned without succumbing to distraction.
- Learning Visual Imagery and Memory. Children with weak visualization skills may always be plagued by inefficient memory and difficulty with more formal symbol systems.
- Learning to Think Logically. Things such as if-then reasoning, social casual reasoning, and distinguishing between fact and fantasy are what are important about this task.
- Learning New Symbol Systems. The preschool mind is not ready for disembodied learning that comes from a software program. Interaction with adults, such as reading a story together or playing a board game, is much better (pp. 207-215).
- How Much is Too Much? Here are three possibilities to ensure that computer use is not too much.
- Limit all screen time to one hour per day, this includes TV.
- Allow supervised computer time for one-half hour a day, but subtract this time from TV viewing.
- Allow your child as much computer time as your child wants, but don’t be surprised when he/she starts having attention, learning, or social problems (p. 226).
- Get Help for Computer Addiction. Here is some danger signals that may show that your child has computer addiction.
- Social withdrawal
- Lack of eye contact
- Language delay
- Repeating canned messages such as commercials in place of spontaneous and appropriate speech
- Fixation on the computer
- Repetitive body movements (rocking, twiddling, spinning)
- Attention problems abnormal for age
- Repetitively reciting facts or repeating other material out of context
- Exceptional clumsiness
- Difficulty playing imaginatively (pretend play) (pp. 226-227).
- Guidelines for Young Children Using Computers
- Starting children on computers too early is far worse than starting them too late.
- A child should be able to understand the cause-effect relationship of moving a mouse or touching the screen to get a reaction before he/she starts to use a computer.
- Look for software that makes the child feel independent.
- Downplay skill-and-drill math and phonics activities in favor of interactive problem solving.
- Discourage impulsive clicking.
- Supplement eyes-on with hands-on.
- Help the child understand how the computer works and what is going on as he manipulates a program.
- Don’t let screen time substitute for lap time and don’t expect
books on CD-
ROM to substitute for interactive reading with loving adults. - Consider eliminating the use of clip art if your child uses digital drawing tools.
- Closely supervise Internet use (pp. 239-240).
