Kindergartners Having Microcomputer Experiences: A Descriptive Study.

Autor/in	Schwartz, Sydney L.
Titel	Kindergartners Having Microcomputer Experiences: A Descriptive Study.
Quelle	(1985), (44 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Childhood Interests; Educational Experience; Interpersonal Relationship; Kindergarten Children; Learning Activities; Learning Strategies; Microcomputers; Primary Education; Programing; Selection; Social Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungserfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Primarbereich; Auslese; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Five-year-old children's activity choices were examined in an early childhood classroom setting designed to foster interactive microcomputer activities. It was hypothesized that engaging and sustaining the children's active involvement with interactive computer experiences would be very difficult, due to their limited academic skills. Further, it was expected that 5-year-olds would not develop even the simplest programing skills. The primary computer activity made available to the children was Keystroke LOGO. They were additionally provided opportunities to become involved with various materials, such as kindergarten blocks, colored cubes and pattern cards, crayons, and small stuffed animals. Ten children were enrolled in the first of three 8-week cycles of weekly 90-minute sessions, 12 were enrolled in the second, and ll in the third cycle which was for children who showed a sustained interest in computer experiences during the first two cycles. All sessions were videotaped and additional data were collected through tape recordings, activity records, and anecdotal records. Findings are reported which concern the basic characteristics of the cycles, the nature of children's involvement, children's learning strategies, computer "wisdom," and teachers' strategies. It is concluded that, contrary to the initial hypotheses, some 5-year-old children will choose interactive microcomputer activities, but none will develop programing skills in even the simplest form, although directly taught at timely moments. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC