The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

Klein, Pnina S.; Nir-Gal, Ofra; Darom, Efraim

doi:10.1016/s0747-5632(00)00027-3

Cited by 71 publications

(53 citation statements)

References 11 publications

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“…Research results point out the potential of ICT as a teaching tool (Segers & Verhoeven, 2005) and as a cognitive tool (Clements, 2000;Klein, Nir-Gal, & Darom, 2000). Such results seem to formulate a common agreement at the level of educational policy and school practices that promote the rational integration of ICT in early childhood education (NAYEC, 1996;Yelland, 2002;Plowman & Stephen, 2003;Bolduc & Lefebvre, 2012).…”

Section: Mobile Devices In Kindergarten Educationmentioning

confidence: 84%

“…It concerns activities and games that run on large classic game consoles, specialized consoles, personal computers, smartphones and tablets (Chiong & Shuler, 2010). Researchers such as Klein et al, (2000), Lewin (2000), Segers and Verhoeven (2005), Comaskey, Savage and Abrami, (2009), Zaranis and Kalogiannakis (2011b) document the positive impact of digital applications in the educational development of preschool age children. Other studies show that electronic activities and games attract children and seem to stimulate them in a more constructive manner than the standards the conventional education has adopted so far (Klawe, 1999;Prensky, 2001;Zaranis & Kalogiannakis, 2011a).…”

Section: Digital Activities and Childrenmentioning

confidence: 99%

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Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

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Section: Mobile Devices In Kindergarten Educationmentioning

confidence: 84%

Section: Digital Activities and Childrenmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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“…A study conducted by Klein et al (2000) suggested that active support from adults during the use of educational software could increase children's learning and engagement. They trained teachers to mediate the learning of 5-to 6-year-old children during the use of an educational game or an application that teaches children to program.…”

Section: Adult Involvement In Digital Game-based Learningmentioning

confidence: 99%

Is School a Better Environment Than Home for Digital Game-Based Learning? The Case of GraphoGame

Ronimus¹,

Lyytinen²

2015

Human Technology

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“…Most of the previous studies dealt primarily with the various effects of computers on young children, and with the advantages, disadvantages and potentials of computer learning environments for preschoolers, while the roles of the adults in preschool computer learning environments were generally overlooked, according to Klein, Nir-Gal, and Darom (2000). These researchers made an attempt to use mediated learning theory in order to identify basic characteristics of adult-child mediation in a computer learning environment.…”

Section: Introductionmentioning

confidence: 99%

The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful

Vernadakis

Avgerinos

Tsitskari

et al. 2006

Early Childhood Educ J

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Computers are increasingly a part of preschoolerÕs lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolersÕ learning level. Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.

show abstract

The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

Cited by 71 publications

References 11 publications

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Is School a Better Environment Than Home for Digital Game-Based Learning? The Case of GraphoGame

The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful

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