Young Children's Access to Computers in the Home and at School in 1999 and 2000.

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Autor/inn/en	Rathbun, Amy H.; West, Jerry; Hausken, Elvira Germino
Institution	National Center for Education Statistics (ED), Washington, DC.; Institute of Education Sciences (ED), Washington, DC.
Titel	Young Children's Access to Computers in the Home and at School in 1999 and 2000.
Quelle	(2003), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Computers; Computer Uses in Education; Early Childhood Education; Elementary School Students; Grade 1; Kindergarten; Preschool Children; Private Schools; Public Schools; Socioeconomic Status + Suchen Sie Ihr Suchwort? Computernutzung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Private school; Privatschule; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status
Abstract	As computers become more prevalent and computer skills more necessary, there continues to be a "digital divide" between those with computer access and skills and those without. These differences are less pronounced in skills where children's access to computers and the Internet are more prevalent. Noting that few studies have focused exclusively on kindergartners' and first-graders' access to and use of computers in different settings, this report details examination of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to assess children's access to and use of computers in their schools, classrooms, and homes as they begin formal schooling. Data were drawn upon to answer 10 questions pertaining to access to and use of computer resources. Findings indicated that almost all young children had access to computers, either at home or in their classrooms, and schools. However, kindergartners' access differed by the types of school they attended: public schoolers had greater access to school and classroom resources, whereas private school children had greater access to home computer resources. For the most part, young children's access to school computer resources did not differ greatly by child and family characteristics. However, in kindergarten some minority children and those from lower-SES families were less likely to attend schools that provided Internet access. In first grade, children from the lowest SES group continued to have less access to the Internet in comparison to first-graders in the highest SES group. Kindergartners and first-graders in the lowest SES group were also less likely to have a computer area in their classroom. Socioeconomic status also predicted access to computers at home. Findings related to children's use of computers indicated that the majority of young children in public schools were in classrooms where computers were used for instructional purposes on a weekly basis. The most frequent classroom uses were to learn reading, writing, and spelling; to learn math; and for fun. Public school children with access to home computers used them an average of 3 to 4 days a week; frequency of use did not tend to differ by child or family characteristics. Over 86 percent used them for educational purposes. Finally, young children's classroom computer use in public schools did not differ based on whether children had home access. The report concludes by suggesting additional analyses and future research. The report's two appendices include standard error tables for the main text and supplementary tables and standard errors. (Contains 13 references.) (HTH)
Anmerkungen	ED Pubs, Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003036.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC