A microcomputer was inserted into two preschool classrooms—one large and one small—to examine the effects on children's free-play choices and social interactions. Sex differences were also examined. In both classrooms, the introduction of the microcomputer initially disrupted free-play activity patterns; over time, however, most free-play areas returned to baseline levels. Sex differences were apparent in both classrooms. In the large classroom, boys spent significantly more time at the microcomputer than girls. In the small classroom, there was a trend for girls to spend more time at the microcomputer than boys. Social interactions at the microcomputer were similar to interactions in other play areas of the two classrooms. Higher levels of positive social behaviors at the microcomputer compared to other play areas were not found in either classroom.
Studies have examined food commercials appearing during daytime, prime time, and Saturday morning programming; none have evaluated commercials aired during soap operas. The purposes of this study were to examine the dietary composition of food products advertised during soap operas and the health and nutrition claims made on their behalf, using current dietary recommendations as a basis of evaluation. A total of 508 commercials videotaped during the top nine daytime serials for five consecutive days, were for food or beverage products. Most foods advertised were rated low in sugar, fat, sodium, and dietary fiber, and health and/or nutrition appeals occurred frequently. However, of the foods advertised as "low cholesterol," 77% were high in fat. Similarly, those foods advertised as low in saturated fat were high in total fat content. Forty-three percent of the food commercials promoting nutrition were for items such as flavored drinks with little nutrient value. Generally, the nutrition messages conveyed in these commercials supported current dietary recommendations, but the way in which the food products were promoted was often inconsistent and confusing, particularly in the area of fat. Nutrition educators need to address these inconsistencies when assisting consumers in interpreting television food advertising messages.
Over the years, since computers were first introduced to early childhood education, much debate and research has centered on the issue of appropriateness. In spite of recent gains in understanding, the debate rages on. The purpose of this article is threefold. First, research evidence is presented taking issue with a number of the most often cited reasons for not including computers in preschool environments. Secondly, a theoretical base for computer use in early childhood is developed which includes: Papert, Piaget, Erikson, and competence development. Finally, direction for software development is offered through review and description of successful microworld programs. It is concluded that the microcomputer, when coupled with appropriate software, has the potential to empower the development of young children.
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