You are here:

Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment
Article

, , Bar Ilan University, Israel

ITCE Volume 2004, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study was designed to examine the effect of different kinds of adult mediation on the cognitive performance of young children who used computers. The study sample included 150 kindergarten children aged 5-6. The findings indicate that children who engaged in adult-mediated computer activity improved the level of their cognitive performance on measures of abstract thinking, planning ability, vocabulary, and visual-motor coordination, as well as on measures of response style including reflectivity. Their performance on these measures was better than that of children engaged in computer activities without adult mediation or with very little mediation (accompaniment). Based on the findings, it may be concluded that integrating teacher mediation within computer learning environments for young children facilitates informed use of computer technologies in their learning system, and enhances thinking processes and work habits.

Citation

Nir-Gal, O. & Klein, P.S. (2004). Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment. Information Technology in Childhood Education Annual, 2004(1), 97-119. Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References