Collection: Early Childhood

Preparing the Preschool Computer Environment

REFERENCE: Staff. (1993). "Preparing the Preschool Computer Environment." ACCTive Technology, 8 (1), 1, 3, 4-6. [Originally published as a chapter in Building ACTTive futures: ACTT's Curriculum Guide for Young Children and Technology. ]

Description of article:

CONTEXT: The authors stress the importance of the learning environment in ensuring a child's success in developing skills on the computer, including aspects such as:

the area the computer occupies in the room
the child's position at the equipment
the methods of input the child uses for the computer
the teaching strategies implementeted

More specifically, for the preschool child with special needs, the Building Active Futures program uses a problem-solving approach to stimulate general thinking skills. In designing the ideal environment so that the child discovers ideas and develops theories on his own, it is recommended:

to organize the environment to allow the child some instant success via manipulations of the software
to challenge the child's thinking skills by presenting a variety of options

Practice: Problem-solving strategies and teaching techniques are presented, and the benefits of computer and computer-related activities are discussed regarding the following points:

Physical Considerations: Numerous aspects of environmental design are important to consider when setting up the computer center. For example, adjust the height and angle of the monitor, making special adjustments for the child in a wheelchair or adaptive seating device.

Accessibility: It is important to view the computer as another classroom learning tool; its use should not be based on reward or punishment, but as an integral part of the curriculum.

Physical Design and Support Materials: Provide an interesting and approachable environment for children in a defined area in the classroom. Choose support materials which will contribute to the transfer of concepts into different dimensions and environments. Suggestions include:

FingerPrint Card with Paper Dolls software
overlays developed for Etch-A-Sketch adhered to the monitor screen with poster putty and used with LOGO
screen dumps of favorite software program characters used as patterns to reproduce for a flannel board version of the story
a table with adjustable legs in the mainstreamed classroom to accommodate a child in a wheel chair
consultation with a physical or occupational therapist regarding proper positioning and alternative access devices

Ways to Introduce the Computer Center: Children need to share the responsibility for generating and keeping the rules; working in small groups encourages peer cooperation.

Organizational Patterns: Using the computer in group situations makes most effective use of computer time, but also requires a great amount of initial planning. Curriculum objectives to facilitate using the computer include:

selecting software which encourages children to work together as a group versus merely taking turns
encouraging children to learn from each other by developing a "Computer Experts" chart
being creative with computer resources, including changing the way a computer software program was intended to be used

Problem Solving Strategies and Teaching Techniques: Problem solving strategies and teaching techniques include:

providing children with disabilities who have few opportunities to take an active role in their learning with opportunities to take control by setting up environments which encourage experimentation
having the teacher function as a teaching "guide" by offering clues and strategies, asking divergent or open-ended questions, and describing to the child what he is doing instead of pointing out what is right or wrong and providing answers
encouraging children to do as much as possible for themselves and for each other, sharing their own expertise

Computer and Computer-Related Activities; Computer and computer-related activities can be developed which encourage the transfer and generalization of skills and concepts to other areas of the curriculum. For example, children with multiple disabilities who are candidates for alternate input or switch control can learn to use a switch with battery-operated toys. Such activities facilitate movement to computer activities and offer an opportunity for instant success. The child can make a successful transition, for example, from a switch operated toy to a program that responds to a single switch or any key press.

Outcomes/Reflections:

The authors conclude that while the integration of computers in the pre-school classroom is challenging, the results of creative efforts are rewarding. They also suggest that many of the activities currently in use will probably adapt easily to the computer.

CONTACT(S): ACTTive Technology, Project ACTT, Western Illinois University, Macomb, IL 61455

Macomb Projects, under the direction of Patricia Hutiner, Ed.D., professor of Early Childhood in the Department of Elementary Education/Reading at Western Illinois University, 27 Horrabin Hall, WIU, Macomb, IL 61455. (309) 298-1634

[Eary Childhood Table of Contents]

This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.

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