Contemporary Issues in
Early Childhood

ISSN 1463-9491

Volume 3 Number 2 2002

CONTENTS [click on author's name for abstract and full text]

Technology Special Issue
Edited by NICOLA YELLAND & JOHN SIRAJ-BLATCHFORD

Editorial, pages 157‑159
Douglas H. Clements. Computers in Early Childhood Mathematics, pages 160‑181
Toni Downes. Children’s and Families’ Use of Computers in Australian Homes, pages 182‑196
Nicola J. Yelland. Playing with Ideas and Games in Early Mathematics, pages 197‑215
John Siraj-Blatchford & Iram Siraj-Blatchford. Developmentally Appropriate Technology in Early Childhood: ‘video conferencing’, pages 216‑225
Jonas Linderoth, Annika Lantz-Andersson & Berner Lindström. Electronic Exaggerations and Virtual Worries: mapping research of computer games relevant to the understanding of children’s game play, pages 226‑250
Liz Brooker & John Siraj-Blatchford. ‘Click on Miaow!’: how children of three and four years experience the nursery computer, pages 251‑273
John Castellani & Linda Tsantis. Cross-cultural Reactions to Using Computers in the Early Childhood Education Classroom, pages 274‑288
COLLOQUIA
Sue Hawthorne. New Ways with Technology in the Twenty-first Century, pages 289‑292
Christina Han. Leadership Roles of a Pre-school Principal in the Use of Information and Communication Technology: a Hong Kong experience, pages 293‑297
Arastirma Gorevlisi Pinar Olgun, Pinar Bayhan, Pinar Olgun & Nicola J. Yelland. A Study of Pre-school Teachers’ Thoughts about Computer Assisted Instruction, pages 298‑303
BOOK REVIEWS VIEW FULL TEXT
‘Good Guys Don’t Wear Hats’: children’s talk about the media (Joseph Tobin), reviewed by Leigh M. O’Brien, page 304
Young Children Learning at Home and at School: beginning literacy with language (David Dickinson & Patton Tabors, Eds), reviewed by Berenice Nyland, page 305
Literacies in Early Childhood: changing views, challenging practices, (Laurie Makin & Criss Jones Diaz, Eds), reviewed by Gloria Latham, page 308
The Politics of Early Childhood Education, (L. de Soto, Ed.), reviewed by Jo Ailwood, page 310

Editorial

The issue of using information and communication technologies (ICTs) with young children has been hotly debated since the early 1980s when early childhood educators (e.g. Barnes & Hill, 1983; Cuffaro, 1984) wrote that computers were inappropriate for young children because of their abstract nature and their potential to take children away from real world experiences, collaborative partnerships and social interactions. However, research (e.g. Clements, this volume; Clements et al, 1993) has revealed the opposite. In fact, it has been shown that ICTs afford the opportunity for young children to do things in new and dynamic ways that were not possible without the technology, and additionally have acted as catalysts for social interactions and high levels of intellectual discussion.

However, it was also apparent that in many educational contexts computers were not being used in innovative ways but instead were reinforcing old curricula using electronic media. Since computers were first introduced into elementary schools during the 1980s and 1990s, the range of ICT products has been extended. Some of these have been used in pre-schools and early childhood classrooms to extend learning, and additional new products have been developed specifically for this age group. Given the relatively high cost of computers, and associated computer software, and the even greater investment in professional development that is required to use them effectively, it is important that we make critical and informed choices regarding the use of computers in early childhood settings. Much of the evidence suggests that used imaginatively, many applications of ICTs can make a significant and unique contribution to children’s social and cognitive development. Moreover, computer and other ICTs are such an integral part of children’s lives that if we do not use them effectively in the curriculum we are vulnerable to criticism for being outdated and irrelevant in the lives of young children and their families.

Research also suggests that computers maintain and can exaggerate the educational inequalities of gender, race and social class. In the USA, much has been written about the digital divide, and this work has suggested that new strategies need to be found to achieve greater equity of access both within and outside the school. The evidence suggests that adults can play an important role in supporting and extending children’s experiences and also encourage a positive disposition towards ICTs. The new technologies are here to stay and they will surely constitute an ever more profound influence upon our future societies. It is therefore crucial that parents and other carers, teachers and professionals should work together to provide a rich and critical learning environment for children in this area of experience.

In this special edition we have six articles which discuss a range of issues associated with the use of ICTs in early childhood education. In the first article, Douglas Clements reviews the research related to the use of computers by young children in mathematics. He concentrates on empirical studies and considers the research in relation to a number of topics, which include general issues about the use of computers in early childhood education and the use and efficacy of various examples of computer games specifically in the context of mathematics, and suggests effective teaching strategies when using computers in early childhood education settings.

Toni Downes reports on an extensive study about the home use of computers. She discovered that the computer resources in a home, together with their defined patterns of use and sociocultural contexts, created learning contexts which had specific discourses and outcomes for young children. Nicola Yelland follows this with an interrogation of young children’s use of computer games in another out of school context, the after school computer club. Her study explored the types of software that children enjoyed playing with, the mathematical content and the social interactions of the children while they played the games.

John and Iram Siraj-Blatchford present the findings of a pilot study that they conducted in early childhood settings in the United Kingdom. The study explored the notion of Theory of Mind in relation to the use of technology by young children. In the study, the use of video conferencing with close circuit television was incorporated into the free play activities of the children and assisted them to create understandings about technology. Next, Liz Brooker & John Siraj-Blatchford share the results of an ecological, mixed method study in which they observed young children from different social and cultural backgrounds interacting with computers in nursery settings. Their study considers the influence of home backgrounds in the early use of ICTs on the children’s knowledge, skills and dispositions.

The article by Jonas Linderoth, Annika Lantz-Andersson & Berner Lindstrom discusses and synthesises some of the theoretical concerns in the literature related to computer games. They do this by outlining the various research findings and situating them in the broader social-cultural context. They develop five categories for considering the literature and are critical of those studies which promote a romantic view of childhood or, alternatively, perpetuate the search for a connection between aggressive play behaviour and the playing of computer games, which is considered to be distracting.

John Castellani & Linda Tsantis explored teacher and student use of a computer program. The students were those who did not have English as their first language, and their work examines the use of computers in contexts that were designed to create authentic learning and meaning making.

We have three varied colloquia in this special edition. Sue Hawthorne, a primary teacher in Melbourne, Australia, shares the journey that she experienced as she incorporated the use of computers into her early childhood classroom and programme. Christina Han describes her interview with a principal in Hong Kong and notes how important the role is for the effective integration of computers into early childhood programmes. Finally, we have a study by Arastirma Gorevlisi Pinar Olgun, Pinar Bayhan & Pinar Olgun regarding pre-school teachers’ thoughts about computer-aided instruction in pre-schools in Turkey.

We hope that you find the articles and colloquia interesting and varied and that they stimulate your thinking about the use of new technologies by young children.

Nicola J. Yelland, RMIT University, Australia

John Siraj-Blatchford, University of Cambridge, United Kingdom

References

Barnes, B.J. & Hill, S. (1983) Should Young Children Work with Microcomputers: Logo before Lego? The Computing Teacher, 11‑14 May.
Clements, D.H., Nastasi, B.K. & Swaminathan, S. (1993) Young Children and Computers: crossroads and directions from research, Young Children, 48, pp. 56‑64.
Cuffaro, H.M. (1984) Microcomputers in Education: why is earlier better? Teachers College Record, 85, pp. 559‑568.

Computers in Early Childhood Mathematics

DOUGLAS H. CLEMENTS University at Buffalo, State University of New York, USA

Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers.

Children’s and Families’ Use of Computers in Australian Homes

TONI DOWNES University of Western Sydney, Australia

Children’s approaches to learning may be changing as a result of their interactions with modern technologies. In Australian society there have been quantum leaps in the use of and reliance upon computers and information and communications technologies. An understanding of the lived experiences and interactions of children of various ages with computer technologies in their homes is the focus of this article. Such an understanding informs the work of educators who wish to provide effective instructional environments that draw on children’s starting points and the positive aspects of their home computing environments. The research found that children’s family computer resources, patterns of use and sociocultural contexts combined to affect children’s computing experiences. Several discourses exist surrounding the use of computers by families. These discourses are the importance of computers for education, for the future and as productivity tools. From children’s discussions emerged a comfortable co-existence of ‘toy use’ (for playing games) and ‘tool use’ (for purposeful work and leisure tasks) when using the computer and a preference for an exploratory mode of learning. A number of key elements present in domestic computing environments were identified as contributing significantly to children’s learning. Implications for teachers are discussed.

Playing with Ideas and Games in Early Mathematics

NICOLA J. YELLAND RMIT University, Melbourne, Australia

This article investigates learning in an out-of-school informal computer club. Particularly, it sought to elucidate information about mathematical learning and understandings that were displayed when children played and interacted in computer-based contexts. It was also concerned with the social processes inherent to game playing and the design features of computer games which appealed to children. The data revealed that mathematical understandings can be promoted and practised in computer games and that the structure and design of the game determined the amount and quality of the interactions that children engage in. Children of all ages preferred games that had a design element and catered for different levels of participation. Additionally, they liked games that had a narrative and adventure context in which activities were situated with some purpose.

Developmentally Appropriate Technology in Early Childhood: ‘video conferencing’

JOHN SIRAJ-BLATCHFORD University of Cambridge, United Kingdom
IRAM SIRAJ-BLATCHFORD University of London, Institute of Education, United Kingdom

This article presents the findings of a pilot study of video conferencing, provided as a free-play activity for 4 year-olds in three early childhood settings. The work was carried out in two primary school classes and continued in a local authority nursery. The authors conclude that application of this technology may be justified in terms of developing children’s awareness and understanding of the technology itself, but that no evidence was found in this first trial to suggest any developmental gains that went beyond this. The findings suggested that the technology in itself is unlikely to provide a means by which children could develop their initial ‘theory of mind’. However, this novel use of technology may have a valuable educational role to play, and this deserves further study. It may well be that closed-circuit television systems may be applied to encourage reinforcement and, with adult support, to encourage further learning and development.

Electronic Exaggerations and Virtual Worries: mapping research of computer games relevant to the understanding of children’s game play

JONAS LINDEROTH, ANNIKA LANTZ-ANDERSSON & BERNER LINDSTRÖM Göteborg University, Sweden

There can be no doubt that computer games are artefacts with an increasing importance for our culture. Game design is one of the prime movers for the development of information technology and is leading the way for other sectors. Computer games have brought us cultural activities that were technically impossible before. We now have the possibility to manipulate and interact with people from all over the world in a virtual game space constituted of realistic photographic images. These new activities have created some uneasiness among educators, researchers, designers and parents who have raised a variety of arguments about the effects of computer games on childhood. Many have strong beliefs that the use of computer games can contribute to different aspects of children’s development. On the other hand, there is an even stronger anxiety that computer games have negative social and cognitive effects on children. Even though this means that there is a clear need for research on the issue of computer games as a part of contemporary childhood, academic study in this area has been divided, with fragments of knowledge scattered over a wide field of different discourses and traditions. In this article, the authors seek to summarise and discuss some of the studies and theoretical arguments about children and computer games. In order to do this, they outline and sketch some of the different empirical findings and research traditions that they find relevant for the understanding of computer games as a part of childhood. The purpose of this is to contribute with an overview that can be utilised as a resource for educators, parents, designers and others who deal with matters concerning children and computer games.

‘Click on Miaow!’: how children of three and four years experience the nursery computer

LIZ BROOKER Institute of Education, University of London, United Kingdom
JOHN SIRAJ-BLATCHFORD University of Cambridge, United Kingdom

This article reports the findings of an ecological, mixed-method study of the ways in which children aged three and four, from a variety of class and ethnic backgrounds, learn from the computer in their inner-urban nursery setting. In doing so, it acknowledges and contributes to the ongoing debate over the effects of information and communications technology (ICT) on young children’s development and learning (both at home and at school), and explores the claims that are currently made for a positive role for ICT as a context for development in early childhood. The study was undertaken as part of a larger project, DATEC (Developmentally Appropriate Technology in Early Childhood), which is seeking to develop and disseminate exemplary uses of ICT with young children in a range of European settings. DATEC itself follows in the footsteps of an earlier project with European partners, CHAT (Children’s Awareness of Technology), which launched a website for the exchange of research ideas and information in this field. Both DATEC and CHAT have aimed to develop cross-national (European) understandings of developmentally appropriate uses of technology, in a manner which parallels the work of the National Association for the Education of Young Children in the USA.

Cross-cultural Reactions to Using Computers in the Early Childhood Education Classroom

JOHN CASTELLANI & LINDA TSANTIS Johns Hopkins University, Columbia, USA

The purpose of this study was to explore teacher and student use of KIDWARE as an integrated element throughout a countywide summer enrichment program. In particular, the intent of this research study was to look specifically at how elementary school English as a Second Language (ESOL) teachers and students used the KIDWARE program. This study was conducted under the assumption that technology has the capacity to allow students to work in authentic environments and create meanings based on their understanding of the teaching and learning task, and that computer software constitutes a human artifact and as such expresses the culture of its creators. This study was designed to engage with such software and to explore how it was used in an early childhood setting for ESOL learners.

New Ways with Technology in the Twenty-first Century

SUE HAWTHORNE Apollo Parkways Primary School, Victoria, Australia

In recent years, schools have been presented with the challenge to integrate the use of information and communications technologies (ICTs) in the classroom. This challenge places many demands on schools and classrooms, teachers and students. Teachers develop strategies to enable them to cope with the many changes required of them, both in their thinking about teaching and learning and in their ability to use software and hardware. Schools and teachers often reflect on their practices and consider how best to connect teaching and learning with the use of learning technologies. This colloquium shares the journey of one early childhood teacher and describes the processes related to integration of learning technologies into classroom practices.

Leadership Roles of a Pre-school Principal in the Use of Information and Communication Technology: a Hong Kong experience

CHRISTINA HAN Hong Kong Institute of Education, China

The incorporation of information and communications technology (ICT) in education is increasingly recognised as a priority for schools in Hong Kong. Teachers are now expected to undertake formal training to ensure they are proficient in the use of ICT and are able to use it effectively within the classroom setting. This colloquium highlights the important role played by school leaders in ensuring the successful transition of schools within the ‘information age’. It is argued that principals need to inspire, encourage and support teachers to meet the challenges that lie ahead. The colloquium reports on a case study of a pre-school leader’s practices in the use of ICT. The study investigates the strategies the principal used to promote the use of ICT in the pre-school and her influence on ICT use in the kindergarten.

A Study of Pre-school Teachers’ Thoughts about Computer-assisted Instruction

PINAR BAYHAN Hacettepe University, Ankara, Turkey
PINAR OLGUN Middle East Technical University, Ankara, Turkey
NICOLA J. YELLAND RMIT University, Melbourne, Australia

In this research, pre-school teachers’ thoughts about computer-assisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers’ education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children’s social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.

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