Technology and the Preschooler: As Easy as 1-2-3

ID: 32125 Type: Brief Paper
  1. Lesia Lennex, Kimberely Nettleton, and Nikita Murphy, Morehead State University, United States

Wednesday, March 9 12:10-12:30 PM Location: McGavock's A

No presider for this session.

Abstract: As the technology age grows, the ages of those interacting with technology seem to be shrinking. Young children are highly adaptable and learn at a faster rate than adults. Their brains are wired for increased synthesis of complex operations such as speech and even technology. Children learn through activity (Vygotsky 1978; Fisch 2000; Haugland 2000). Preschoolers (N=60) in this study were given laptops and free play in order to learn more about their interactions with the technology, their peers, and their directed learning behaviors. Over a series of videotaped sessions, children explored PBSKids and Sesame Street. The findings indicated that children as young as three could have meaningful interaction with internet curriculum. Though not until age four could children truly engage in independent action toward learning. The findings indicate that preschool children could effectively interact with internet curriculum and a variety of technology to independently learn.

Topic

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