Effects of computerized mediation of analogical thinking in kindergartens

Abstract

The current study describes an attempt to improve children's analogical thinking through the use of a ‘humanized’ computer program. This program was experimentally designed to incorporate several basic features of what has been defined theoretically and empirically as basic criteria of human mediation to children. The objective of the study was to examine the possibility of improving the educational benefits of using computers in early childhood education. More specifically, it was hypothesized that by introducing into a computer program basic features of human mediation, it would be possible to raise children's educational gains to the level of the gain achieved when they work with an adult mediator. Subjects were 120 Israeli‐born kindergarten children between 4.5 and 6 years old. Despite no differences in test scores between the two experimental groups a higher frequency of ‘stopping to think’ (in contrast to trial and error responses) was found in the experimental group working with an adult as compared to the experimental group working independently.

Ten design lessons from the literature on child development and children's use of technology

“…Although given sixteen years ago, Klein and Nir Gal's [25] opinion still holds: children should be provided with immediate feedback about their performance and give specific reasons for success or failure. This is what teachers and parents do when teaching a child a new skill.…”

“…For technology to be successful in supporting development it should too. Klein and Nir Gal [25] suggest different ways in which mediation can be incorporated into the construction of software. Specific mediation variables that can potentially be incorporated into software are focusing (to ensure that the child focuses on the correct interface element through actions such as selecting, exaggerating, accentuating, scheduling, grouping, sequencing or pacing), affecting (to attract the child's attention to the concepts he or she used to solve the problem through verbal or non-verbal affect), expanding (through behaviour that may improve cognitive awareness) and encouraging (through verbal or non-verbal expression of satisfaction with specific components of a child's behaviour).…”

How to Select CD-ROM Storybooks for Young Children: The Teacher's Role

“…Researchers and educators in early childhood education agree that computers can be an influential tool for enhancing young children's potential learning and development (Clements, 1994;Haugland, 1999Haugland, , 2000Haugland & Shade, 1994; National Association for the Education of Young Children [NAEYC], 2003;Wright & Shade, 1994). By applying Vygotsky's work (1934Vygotsky's work ( /1986) to children's computer experiences, it was discovered that such a scaffolding process could provide them with the opportunity to master tasks that they would not be able to accomplish independently (Klein & Nir Gal, 1992;Kulik & Kulik, 1991;Sheingold, 1986;. According to Piagetian theory (1970), children are participatory learners-builders of their own knowledge through exploration and discovery.…”

Computers in Early Childhood Mathematics

“…Specially designed computer programs can improve analogical thinking of kindergartners (Klein & Gal, 1992); a variety of problem-solving CAI programs significantly increased first and second graders' ability to generalize and solve mathematics problems (Orabuchi, 1993). Several studies reveal that Logo is a particularly engaging activity to young children, fostering higher-order thinking in children from preschool through the primary grades, including special needs students (Degelman et al, 1986;Clements & Nastasi, 1988;Nastasi et al, 1990).…”