Many early childhood educators realize that computers are not just another educational fad. Appropriate computer experiences can benefit young children's learning. With this in mind, educators become motivated to acquire technology. However, just getting computers isn't enough. We must adequately consider and plan, so that our precious resources are not misspent on getting computers that do not meet our needs.
Next, you need to review software programs that will meet your educational goals.
Often initial interest in software is not sustained after children have met all the challenges offered by the programmer or earned all the points possible. Software that is open-ended and incorporates expanding complexity as the child (and teacher) gain experience provides rich opportunities for learning. The software outlined above meets this criteria with regards to preschoolers. Thus, no matter how many times a student uses it, they never seem to tire of it, and will always look forward to using it.
This may seem like an unusual question, but remember, the computer is a tool, and as such has the potential to offer just as much for the teacher as for the students in her class. Are there teacher management and record keeping functions that enhance a teacher's abilities to organize and monitor what's going on at the computer center without always "baby-sitting" the computer?
With the constant improvements made in computer assisted learning over the past decade it has become another way for educators lead students down the long road of knowledge acquisition. What better place for this experience to place then in the pre-school years. The preschool years are the most critical learning years of a child’s life. A child’s success during this time will go a long way in encouraging a lifetime love of learning. Therefore it is important for these children to begin the process in a whole new approach. Through the use of Whole Language Curriculum and Constuctivism.
Why make use of technology? For one thing, technology has improved dramatically over the past decade, introducing child-friendly features such as clear, full-color graphics, human quality voice simulation, and interactive, open-ended software packages. Second, computers are more affordable than a decade ago. And most importantly, specific recommendations were developed for using computers in Head Start programs. It is when they are used as recommended that computers fulfill their promise in early childhood programs.
Today, more than 25 percent of the nation's preschools, including 15 percent of Head Start programs, offer computer activities to children. Nevertheless, many early childhood educators who have never had the opportunity to try out computers in a hands-on way remain ambivalent about their use in the classroom. But the consensus of those on the cutting edge is clear: When used in appropriate ways (and this cannot be overemphasized), computers not only support and enhance young children's creativity, self-esteem, and cooperative learning, but they also help them develop a fearless, joyful attitude toward all learning.
To teach Preschoolers to:
Using the Curious George ABC Adventure students will be able to:
Using Fisher Price ABC’s Featuring the Jungle Jukebox students will be able to:
Using The Living Books Series students will increase their reading skills through word recognition.
Using the Disney Animated Story Books Series students will:
Offer appropriate computer experiences to all preschool children that attend school at least three times a week. This will ensure that these children will be prepared to meet the challenges of the Information Age. Offer the computer as "just another learning center" within the classroom, where children may play independently and cooperatively. Placing two computers side by side facilitates "peer tutoring", where questions such as "How did you do that?" lead to sharing ideas and learning from one another. Select software programs that support the needs of young children to independently explore, discover and learn. Thereby allowing students to form their own knowledge that they have discovered own their own. Experience with high-quality software enhances children's self-confidence, self-esteem and problem solving abilities. Support children's initial exploration of concepts through hands-on activities with concrete materials; then offer computer experiences that allow children to build on previously explored concepts. Children gain confidence in themselves as learners, when, for example, they confirm at the computer their earlier discoveries at the easel about mixing colors. Display children's computer creations the same way that you display their productions using other media. Both children and parents are excited about pictures and stories that use the child's words to personalize the learning experience.
Provide hands-on computer training for teaching staff, and numerous opportunities for practice with the software. Conduct training off-site so teaching staff will not feel the "pull" of the classroom while they are challenged by new learning experiences with computers.
Offer parents and volunteers opportunities to visit classrooms to observe children using computers. Often parents' interest is stimulated by the printouts children bring home and by the excitement children convey about their use of computers.
Conduct hands-on computer training workshops for parents, family members and volunteers. Allow them an opportunity to gain a comfort level with computers, and to share in the same computer experience offered their children. Offer parents and family members use of computers for basic skills, literacy and other applications that might be of interest and support gaining economic self-sufficiency.
In addition to these methods each program offers it own delivery and method. Each one of the titles selected is a fully interactive multimedia experience that requires the user to use all of his/her senses in order to get the full affect.