What is the practice?

Research shows that by age 3, children’s brains and muscle skills are developed enough for them to start using computers. Computer-based learning is one way that young children can develop their literacy and language skills. Children ages 3-5 who use computers, in addition to other activities off the computer, gain language, reading, and writing skills.

Mother reading to child

What does the practice look like?

Experiences with computers should match your child’s age and give him opportunities to play with words, sounds, or characters, experiment with different activities, and discover new things. The software programs should have characters and topics that interest your child. The activities should match his age and his skill level. Research shows that children learn better from programs that let the child control the activi- ties and make decisions, that use clear instructions, and that have increasing levels of diffculty. Your child should sit in a comfortable chair with the keyboard and mouse within easy reach. Keyboards made especially for young children have large keys, color coded command keys, and other features that make typing easier for pre-readers. They can be used in place of a traditional keyboard.

How do you do the practice?

When choosing software programs for preschool children, it is best to select programs that let him work independently. The programs should appear realistic and use familiar objects and words. You can help your child use computers for gaining language and literacy skills:

How do you know the practice worked?

  • Does your child spend time using the software programs?
  • Has his skill level progressed?
  • Does he use more vocabulary or recognize more printed words?
  • Use programs that have activities that interest your child.
  • Place the computer within easy reach for him.
  • Select a low-traffc and well-lit area for the computer, away from direct sunlight to avoid glare on the screen.
  • Place the computer on a low table or cart at the appro- priate height for your child.
  • Keep software organized in some way, such as in a CD album, so that your child can easily fip through the pro- grams and select the one he wants to use.
  • Provide several software choices that feature animate activities, sound effects, and characters that intere your child.
  • Let your child help you with simple computer tasks, such as typing a word or using the mouse to press a button on the screen.

Take a look at more literacy and computers

Interest-Based Web Site

Five-year-old Serena often spends time putting together new outfts on her dolls. Her mother noticed Serena’s inter- est and found a Web site for children on the Internet where they can make clothing creations for characters on the site. One day at the library, Serena’s mother shows her the Web site on the library computer. She helps Serena use the com- puter mouse to explore the different activity options. Serena chooses an activity that lets her pick different colors and styles for a girl character’s garments. “OK, frst we have to name the girl” says her mother, “What should it be?” Serena quickly gives the name of her favorite doll, “Dora.” “Okay,” says her mother. “Let’s type that in the box.” She helps Serena guide the mouse to the name box. “What letter comes frst in ‘D-D-Dora?’” asks her mother, emphasizing the frst letter. “D is for Dora,” says Serena as her eyes light up with recognition. “That’s right!” says her mother. “Can you fnd the letter D on the key- board?” She waits patiently for Serena to locate and press the key. “Great! You found it!” says her mother with enthusiasm. “Now let’s fgure out the next letter.” She helps Serena identify and locate each letter in the name, then she lets Serena take the lead in creating clothes for Dora.

Writing E-mail Together

Three-year-old Martin sees his father typing on his laptop computer. Dad reaches over and pulls Martin close. “I’m writing a letter to Aunt Corrie,” he says, “do you want to help me?” Martin eagerly nods. “Okay,” says Dad, “I’m writing, ‘Martin wants to say ‘Hi’ to you.’ Now you type and tell me what you are writing.” “Hi, I love you, bye, Marty,” says Martin as he presses ran- dom keys. “That’s good!” says his dad. “Aunt Corrie is going to be so happy that you wrote to her. Let me fnish this letter and then we’ll send it to her.” He types in Martin’s words to go with his letters and then places Martin’s hand on the mouse. He guides Martin’s hand to the “send” button on the screen and shows him how to press the mouse button to send the e-mail. “There,” Dad says, smiling at his son. “You just sent the e-mail to Aunt Corrie.” Martin looks pleased, then climbs down from Dad’s lap and runs off to play.

Touch-Screen Action

Four-year-old Jaime has developmental delays. He likes to help his mother water their plants in the garden and see how they’ve grown. Because of his love for plants, his mother purchases a touch screen computer program about plants that fts Jaime’s developmental age. Sitting next to Jaime in front of the screen that shows a picture of a plant pot, his mom asks, “Jaime, do you want to see the plant grow?” “Yes!” says Jaime. “I’ll bet you can make it grow,” says his mom. “Touch the pot and let’s see.” Jaime reaches up and touches the picture of the pot on the screen. To his delight, the plant immediately sprouts and grows across the screen through colorful move- ment and sound. Jaime laughs with pleasure. “Look! You made it grow!” says his mother, “You grew a pretty plant. See, this word says ‘Daisy.’ You grew daisies.” “Again!” says Jaime. “You want to grow some more plants?” asks his mom. “Okay, let’s see what other ones we can fnd.”