criteria in Selecting Appropriate Computer Software for Young Children
Nowadays, the type of play that children engage to is heavely influenced by technology. There are a lot of “educational softwares” that are comercially available. However, not all of those software caters the needs of the child and are not developmentally appropriate. Therefore, educators need to become aware of the rapidly changing market of computer software for young children. They need to develop skills necessary for critical examination of the developmental value and developmental appropriateness of computer games. When assessing the quality of particular items of computer software for young children, early childhood educators need to be able to judge their value from the theoretical perspective of child’s play. Here are some of the criteria in assessing computer softwares for young children. These criteria is based from several play theories that account for the value of play in children’s development. With this criteria early childhood educators may judge the developmental appropriateness of computer games for young children. Below is the summary of the said theories and the criteria to which they each give rise.
General characteristics of play:
· Play is a spontaneous, self-initiated and selfregulated activity. Does this computer game allow children to freely engage in play? Does it provide a freedom of choice?
· Children are actively involved in creating their play and are in control of it. Does this computer game allow children to create their own scenarios, rules and characters of the play?
· Play includes a dimension of pretend. Does this computer game enable children acting in an imaginary, “as if” situation?
Classical theories of play:
· Surplus energy theory (Spencer 1873)—play discharges natural energy of the body. Does this computer game allow for discharge of natural energy? If so, in what sense?
· Renewal of energy theory (Patrick 1916)—play alleviates boredom while the natural motor functions of the body are restored. Does this computer game engage the interests of the child (with particular children in mind as this criterion is considered)?
· Recreation theory (Lazarus 1883, in Dockett and Fleer 1999)—play restores energy that is expended in work. Does this computer game allow for rest and relaxation in an enjoyable and engaging way? If so, how?
· Practice for adulthood (Groos 1898, 1901)—play affords opportunities to develop skills and necessary for functioning as adults. Does this computer game provide opportunities for developing adult skills? If so, what kinds of skills?
Modern theories of play:
· Psychoanalytic theories (A. Freud 1968, S. Freud 1959, Erikson 1963)—play reduces anxiety by giving children a sense of control over their world and an acceptable way to express forbidden impulses. Does this computer game enable children to gain a sense of control over events that they could not control in their lives, including traumatic experiences? If so, in what way?
· Cognitive theory (Piaget 1962)—play consolidates learning that has already taken place while allowing for the possibility of new learning in a relaxed atmosphere. Does this computer game have the potential to consolidate existing learning? If so, what kind of learning? Does this computer game have the potential to develop new concepts and skills? If so, what concepts and skills? Does this computer game allow for and nurture the active participation of the child? If so, in what way? Does this computer game engage the child in such approaches as problem-solving and self-discovery?
· Arousal modulation theory (Berlyne 1960, Ellis 1973)—play keeps the body at an optimal state of arousal, relieving boredom and reducing uncertainty. Does the computer game engage and sustain the interest of the child?
· Bateson’s communication and metacommunication (1976)—play promotes ability to comprehend multiple layers of meaning. Does this computer game operate at literal and figurative levels of meaning? Does this computer game enable children to reflect on the rules and means of communication?
· Mead’s theory of self (1934)—play promotes sense of self in terms of personal identity and social relations with others. Does this computer game develop a sense of a child’s own identity? If so, how? Does this computer game develop a child’s sense of his/her own social identities in relation to others? If so, how?
· Sociocultural theory (Vygotsky 1977, 1978)—play promotes abstract thought by separating meaning from objects and actions and using actions and objects in symbolic ways; play allows children to reach beyond their actual development in their cognition and self-regulation; in play children achieve a mental representation of social roles and the rules of society. Does this computer game involve and develop use of symbolic meaning? If so, in what way? Does this computer game allow children to engage in their zone of proximal development and function above their everyday abilities in cognitive and socio-emotional areas?Does this computer game provide children with an opportunity to act out and explore the roles and rules of functioning in adult society? Does this computer game allow for group work and collaboration?
In addition to this, educators are not the only one responsible for selecting appropriate computer softwares for young children. The parents as well as responsible in providing developmentally appropriate educational software to their children, They must be aware of the needs of their child, their pace of development, their abilities, their interests as well as their culture. In selecting appropriate educational software, you must consider what the child wants and what the child needs and not the software that is appealing to you or could you convenience because the child is the one who would benefit from it. All the effects of a certain software will reflect on all of the domains of development of the child that will also affect him/her in maximizing his/her potentials as individual.
References:
General characteristics of play:
· Play is a spontaneous, self-initiated and selfregulated activity. Does this computer game allow children to freely engage in play? Does it provide a freedom of choice?
· Children are actively involved in creating their play and are in control of it. Does this computer game allow children to create their own scenarios, rules and characters of the play?
· Play includes a dimension of pretend. Does this computer game enable children acting in an imaginary, “as if” situation?
Classical theories of play:
· Surplus energy theory (Spencer 1873)—play discharges natural energy of the body. Does this computer game allow for discharge of natural energy? If so, in what sense?
· Renewal of energy theory (Patrick 1916)—play alleviates boredom while the natural motor functions of the body are restored. Does this computer game engage the interests of the child (with particular children in mind as this criterion is considered)?
· Recreation theory (Lazarus 1883, in Dockett and Fleer 1999)—play restores energy that is expended in work. Does this computer game allow for rest and relaxation in an enjoyable and engaging way? If so, how?
· Practice for adulthood (Groos 1898, 1901)—play affords opportunities to develop skills and necessary for functioning as adults. Does this computer game provide opportunities for developing adult skills? If so, what kinds of skills?
Modern theories of play:
· Psychoanalytic theories (A. Freud 1968, S. Freud 1959, Erikson 1963)—play reduces anxiety by giving children a sense of control over their world and an acceptable way to express forbidden impulses. Does this computer game enable children to gain a sense of control over events that they could not control in their lives, including traumatic experiences? If so, in what way?
· Cognitive theory (Piaget 1962)—play consolidates learning that has already taken place while allowing for the possibility of new learning in a relaxed atmosphere. Does this computer game have the potential to consolidate existing learning? If so, what kind of learning? Does this computer game have the potential to develop new concepts and skills? If so, what concepts and skills? Does this computer game allow for and nurture the active participation of the child? If so, in what way? Does this computer game engage the child in such approaches as problem-solving and self-discovery?
· Arousal modulation theory (Berlyne 1960, Ellis 1973)—play keeps the body at an optimal state of arousal, relieving boredom and reducing uncertainty. Does the computer game engage and sustain the interest of the child?
· Bateson’s communication and metacommunication (1976)—play promotes ability to comprehend multiple layers of meaning. Does this computer game operate at literal and figurative levels of meaning? Does this computer game enable children to reflect on the rules and means of communication?
· Mead’s theory of self (1934)—play promotes sense of self in terms of personal identity and social relations with others. Does this computer game develop a sense of a child’s own identity? If so, how? Does this computer game develop a child’s sense of his/her own social identities in relation to others? If so, how?
· Sociocultural theory (Vygotsky 1977, 1978)—play promotes abstract thought by separating meaning from objects and actions and using actions and objects in symbolic ways; play allows children to reach beyond their actual development in their cognition and self-regulation; in play children achieve a mental representation of social roles and the rules of society. Does this computer game involve and develop use of symbolic meaning? If so, in what way? Does this computer game allow children to engage in their zone of proximal development and function above their everyday abilities in cognitive and socio-emotional areas?Does this computer game provide children with an opportunity to act out and explore the roles and rules of functioning in adult society? Does this computer game allow for group work and collaboration?
In addition to this, educators are not the only one responsible for selecting appropriate computer softwares for young children. The parents as well as responsible in providing developmentally appropriate educational software to their children, They must be aware of the needs of their child, their pace of development, their abilities, their interests as well as their culture. In selecting appropriate educational software, you must consider what the child wants and what the child needs and not the software that is appealing to you or could you convenience because the child is the one who would benefit from it. All the effects of a certain software will reflect on all of the domains of development of the child that will also affect him/her in maximizing his/her potentials as individual.
References:
- BATESON, G. (1976): A theory of play and fantasy. In Play: Its Role in Development and Evolution.
- BERLYNE, D.E. (1960): Conflict, arousal and curiosity. New York, McGraw Hill.
- DOCKETT, S. and FLEER, M. (1999): Play and pedagogy in early childhood. Marrickville, NSW, Harcourt Brace.
- FREUD, A. (1968): The psychoanalytic treatment of children. New York, International Universities Press.
- GROOS, K. (1898): The play of animals. New York, D. Appleton and Co.
- MEAD, G.H. (1934): Mind, self and society. Chicago, University of Chicago Press.
- PIAGET, J. (1962): Play, dreams and imitation in childhood. New York, Norton.
- PATRICK, G.T.W. (1916): The psychology of relaxation. New York, Houghton Mifflin.
- SPENCER, H. (1873): The principles of psychology. New York, D. Appleton and Co.
- VYGOTSKY, L.S. (1977): Play and its role in the mental development of the child. In Play: Its Role in Development and Evolution.