The Effects of Computers on the Social Behavior of Preschoolers

Heft, Todd M.; Swaminathan, Sudha

doi:10.1080/02568540209594982

Cited by 41 publications

(15 citation statements)

References 12 publications

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“…There was also another study that showed that girls were behind in every category academically when using computers (Sutton, 1989). A more recent study by Heft and Swaminathan (2002) found that there were gender variations among 4-5 year olds in terms of the frequency of computer use, with boys using the computer more often than girls. Given the different results from these studies, it is imperative that any study on computer and technology usage examine gender variations.…”

Section: Perceived Gender Differencesmentioning

confidence: 95%

Young school children’s use of digital devices and parental rules

Goh

Bay

Chen

2015

Telematics and Informatics

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Section: Perceived Gender Differencesmentioning

confidence: 95%

Young school children’s use of digital devices and parental rules

Goh

Bay

Chen

2015

Telematics and Informatics

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“…The computer can become a focus of social interaction for children, as observed by Heft and Swaminathan (2002) in a study of pre-schoolers using computers at school.…”

Section: Social Developmentmentioning

confidence: 99%

Optimizing the interaction of children with information and communication technologies

Straker

Pollock

2005

Ergonomics

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This paper outlines the major changes in the lives of children in industrially advanced countries associated with the increased interaction with information and communication technologies. The potential opportunities and threats to the cognitive, social, physical and visual development of children are reviewed to emphasize the importance of optimizing the interaction. The change in children's use of technology also poses opportunities and threats for ergonomics that should be noted if the profession is to continue being relevant and useful into this century. The paper ends with a pathway to the development and implementation of guidelines about child information and communication technology use for different groups of guideline users.

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“…In the school environment, computers have been found to lead to group interaction and cooperation and to facilitate communication (Orleans andLaney 2000, Heft andSwaminathan 2002). In a study of home and school computer use by more than 1800 children from the UK, Kent and Facer (2004) reported that children at school frequently worked in lessons where they were surrounded by their peers and offered and received help and guidance from these peers.…”

Section: Social Developmentmentioning

confidence: 99%

Principles for the wise use of computers by children

2009

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Computer use by children at home and school is now common in many countries. Child computer exposure varies with the type of computer technology available and the child's age, gender and social group. This paper reviews the current exposure data and the evidence for positive and negative effects of computer use by children. Potential positive effects of computer use by children include enhanced cognitive development and school achievement, reduced barriers to social interaction, enhanced fine motor skills and visual processing and effective rehabilitation. Potential negative effects include threats to child safety, inappropriate content, exposure to violence, bullying, Internet 'addiction', displacement of moderate/vigorous physical activity, exposure to junk food advertising, sleep displacement, vision problems and musculoskeletal problems. The case for child specific evidence-based guidelines for wise use of computers is presented based on children using computers differently to adults, being physically, cognitively and socially different to adults, being in a state of change and development and the potential to impact on later adult risk. Progress towards child-specific guidelines is reported. Finally, a set of guideline principles is presented as the basis for more detailed guidelines on the physical, cognitive and social impact of computer use by children. The principles cover computer literacy, technology safety, child safety and privacy and appropriate social, cognitive and physical development. The majority of children in affluent communities now have substantial exposure to computers. This is likely to have significant effects on child physical, cognitive and social development. Ergonomics can provide and promote guidelines for wise use of computers by children and by doing so promote the positive effects and reduce the negative effects of computer-child, and subsequent computer-adult, interaction.

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The Effects of Computers on the Social Behavior of Preschoolers

Cited by 41 publications

References 12 publications

Young school children’s use of digital devices and parental rules

Young school children’s use of digital devices and parental rules

Optimizing the interaction of children with information and communication technologies

Principles for the wise use of computers by children

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