Learning in an Internet Environment during Early Childhood

Abstract

The present study focuses on the Internet activity of young children in order to examine how these children utilized the Internet and their potential in the uses of the Internet. The study sample consisted of 20 children, from both compulsory and pre-compulsory kindergarten. Two Internet learning environments were examined: (1) the 'universal' environment of the Web, where a search engine was used for navigation; and (2) the 'modified' Web environment, which was created in accordance with the abilities and level of young children. It was shown that young children who operated in a 'modified' Internet environment manifested better control of the uses of Internet interfaces and were better oriented in the Internet environment when compared with their activity in the 'universal' Internet environment. Another finding was that not all of the Internet uses constitute a meaningful learning environment for young children. In order for the environment to be advantageous for children, Internet uses must be structured in accordance with the children's levels of development and needs, with the emphasis on the use of the Internet as a source of information in parallel with concrete activity and teacher/adult mediation in the children's Internet activity.

Exploring young children's web searching and technoliteracy

“…However, these studies focus on the effects of computer and internet use, rather than on children's everyday experiences. Descriptive accounts of children's use of web technologies, the studies are limited to children older than six years or are an assessment of a specially set-up "technology" lab or classroom (Hyun and Davis, 2005), or particular web portals, web sites or interfaces (Nir-Gal and Nur, 2003;Pelletier et al, 2006). Limited studies have examined the everyday use of the web searching by young children under the ages of six or seven (Turbill, 2001).…”

“…Rather than report empirical research, these studies were discussions of age-appropriate web sites and internet resources. Other studies aimed to assess or document cases of internet use by presenting case studies of particular web programs, interfaces or specific classroom projects (Hyun and Davis, 2005;Nir-Gal and Nur, 2003;Pelletier et al, 2006;Turbill, 2001;Yost, 2003).…”

Exploring young children’s understanding of risks associated with Internet usage and their concepts of management strategies

“…While the Internet provides remarkable opportunities for children's development and learning, allowing them access to new sources of knowledge and broadened experiences, it also leaves them vulnerable to exploitation (Freeh, 2000;Nir-Gal and Nur, 2003).…”

“…Because the Internet can enhance children's developmental and learning opportunities (Nir-Gal and Nur, 2003;Siraj-Blatchford and Siraj-Blatchford, 2001), 'we have witnessed the introduction of the Internet into the education system, including kindergartens' as an international trend (DeBell and Chapman, 2006: 173). Briggs and McVeity (2000) claim that most Australian schools have Internet access, consistent with Cai et al's (2003) findings that 99 percent of US public schools have such access.…”

The Impact of Technology on Cognitive Development in Early Childhood

“…It is challenging to choose technology that supports a child's developmental requirements [14]. Finding compelling information is important, but ensuring the content speaks to a child's cognitive and psychological level is important.…”