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

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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. AACE.
Retrieved from http://www.editlib.org/p/12896.

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Journal Information

Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2004, Issue 1, 2004
Association for the Advancement of Computing in Education (AACE)

More Information on ITCE

Authors

Ofra Nir-Gal, Pnina S. Klein, Bar Ilan University, Israel

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.

Keywords

• Adults
• Children
• Cognition
• Computers

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