The Effects of Microcomputers on Young Children: An Examination of Free-Play Choices, Sex Differences, and Social Interactions

Abstract

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.

Educational issues concerning young children and microcomputers: Lego with logo?

“…Those who enthusiastically embrace the microcomputer have identified many potential benefits such as developing intimate contact with an individual's thinking (Papert, 1980), contributing to a child's understanding of the physical world (Chaille & Littman, 1985), facilitating young children's visual discrimination skills (Smith-Willis, Riley & Smith, 1982), enhancing development of specific problemsolving behaviors (Clements, 1984;Kull, Cohen, Strong, Ferraro & Bonnanno, 1984;Noss, 1984 ), and even with inhibiting early sex-role stereotypes (Dickson, cited in Reed, 1983;Lipinski, Nida, Shade & Watson, 1985;Sprigle & Schaefer, 1984). Many researchers suggest an opportune time to introduce children to computers, without deleterious consequences on their social or cognitive development, is when children are three or four years of age (Lipinski et al, 1985;Sprigle & Schaefer, 1984). Finally, recent research has shown that computers can foster social, cognitive, verbal, and to a certain degree, psycho-motor interactions (Borgh & Dickson, 1983;Church & Wright, 1983;Hawkins, Sheingold, Gearhardt & Berger, 1982;Lipinski et al, 1985;Powell, 1984;White, 1983).…”

“…Many researchers suggest an opportune time to introduce children to computers, without deleterious consequences on their social or cognitive development, is when children are three or four years of age (Lipinski et al, 1985;Sprigle & Schaefer, 1984). Finally, recent research has shown that computers can foster social, cognitive, verbal, and to a certain degree, psycho-motor interactions (Borgh & Dickson, 1983;Church & Wright, 1983;Hawkins, Sheingold, Gearhardt & Berger, 1982;Lipinski et al, 1985;Powell, 1984;White, 1983).…”

“…Research indicates that considerable social interaction occurs around the computer. In fact, child-computer interaction appears to foster social activities among children (Borgh & Dickson, 1983;Jewson & Pea, 1983;Lipinski et al, 1985). Borgh and Dickson (1983) found that considerable discussion took place among children, with the teacher, to themselves, and to the computer.…”

“…Similarly, Jewson and Pea (1983) reported that the preschool children they tested collaborated and taught each other more when working with microcomputers than they did in other classroom work. Lipinski et al (1985) recently completed a comprehensive two-study project investigating the effects of microcomputers on children's social behavior in a preschool classroom. They observed 12 social behaviors while children selected activities among classroom play areas: art, block, dramatic play, manipulative toys, and media.…”

Computers in Reception Schools—A Case of Gaborone, Botswana

“…Children prefer to work with peers when working with computers instead of working alone (Lipinski, Nida, Shade, & Watson, 1986;Rhee & Chavnagri, 1991;Clements, Nastasi, & Swaminathan, 1993) and they work in cooperation with one another and prefer to get help from peers rather than teachers (King & Alloway, 1992;, and show more turn taking behaviors which form attachments with others and show participation in educational and cooperative play activities (http:// www.nwrel.org/request/june01/child.html). The computer cannot replace human interactions.…”