Guiding young children to use computers

Young children learn more from ICTs when they are guided by a knowledgeable adult, rather than being left on their own, a study has shown.

Through guided interaction, children develop in three key areas of learning: the disposition to learn, that is, when a child builds confidence or becomes independent after encountering a difficulty, and ultimately develops a desire to learn; knowledge of the world, which includes using ICT for learning subjects such as reading, mathematics or another language, playing and as a means of self-expression and communication, whether at home or at school; and operational skills which are needed to run a computer, such as knowing how to use a keyboard and mouse, and how to appropriately turn switches on and off.

The two-year study, entitled Interplay, was funded by the UK Economic and Social Research Council's Teaching and Learning Research Programme and led by Dr Lydia Plowman and Dr Christine Stephen at Stirling University.

A series of small projects looked into the challenges posed by introducing computers and other forms of ICT such as cameras and video cameras, electronic keyboards and other toys that simulate these technologies, in the playroom or in pre-school. Conducted in collaboration with eight nurseries in Scotland, the researchers stressed that although young children are often comfortable using a computer on their own, it is more beneficial for young children to use computers with the guided help of teachers rather than being left to experiment alone.

The study recommends that teachers balance child-initiated with adult-led activities in relation to ICTs such as computers. In fact, the study points out that children rarely ask for help, and it is when they have supervision that their potential to learn could be harnessed most.

The findings indicate that "learning through play and child-initiated activity is central to pre-school education for children aged three and four" and that activities are often focused on computers, but free play activity can lead to unproductive interactions. "For example, children aged three and four are usually unable to follow written instructions and can encounter operational difficulties if they do not have adult support," the study says.

How can teachers guide their children when using computers or other ICT? During the pilot project, the practitioners developed ways of guiding the children, such as explaining the use of the ICT through demonstrating, asking questions, praising and monitoring their interactions. These activities are described as either direct or indirect interaction.

"Direct guided interaction takes place in a face-to-face situation involving adults and children and may happen through gesture, touch, language or emotional support. It can include an adult placing their hand over a child's hand on the mouse, demonstrating enjoyment at using a digital camera, directing a child's attention with conversation and questions, or sequencing and breaking down activities.

"Indirect guided interaction refers to the ways in which practitioners prepare for and think about events in the playroom. It includes activities such as planning, making resources available and recording children's progress with ICT."

In fact, the researchers suggest that these technologies such as video and photography can be used to follow a child's development. Another advantage is that pre-school teachers can develop confidence in these technologies and therefore avoid relying on one or two of their colleagues who are labelled "ICT experts" to engage with the children and troubleshoot problems which arise in connection with computers.