Cognitive Improvements

Research is showing improvements with cognitive development when proper technology techniques are used with preschool children. In reference to children with special needs the National Association of Education of Young Children (NAEYC) (1996) recognizes technology as a powerful facilitating tool that can enhance memory and recall, provide support for cognitive processing, augment sensory input or reduce distractions and support independent functioning. When using developmental software in the classroom young children are showing significant gains in intelligence, long-term memory and structural knowledge (Haugland, 1998).

Howard, Greyrose, Kehr, Espinosa, and Beckwith (1996) conducted an extensive study with two experimental groups and one control group. The children using computers demonstrated more active wait time, meaning they stayed engaged in the activity while waiting for a turn. This allowed for more learning opportunities as they were not “tuning-out” while waiting.  Instead they were actively anticipating the next step or turn. Finally, these children with special needs showed a more positive affect while using computers as compared to the control group that did not use computers (Howard et al., 1996). Findings of this study indicate positive intervention results when integrating technology with the learning activities of preschool children with special needs.

Douglas Clements' (2002) research found that computers help young children learn mathematics. He suggests working with children until they understand the concept then allow them to practice this new understanding with a software program that reinforces the concept.

A study by Trisha Ainsa (1999) compared children using computers versus M&M’s with color and counting activities. She found both were motivating, however, a negative effect occurred with the M&M’s. During subsequent lessons, when the class worked on math activities, the children continued to want M&M’s. Ainsa (1999) stated that working with computers allowed familiarity with a technology that will be used in subsequent grades, it promoted successful learning, as did the M&M’s but without the negative effect of wanting candy.

 

References

Ainsa, T. (1999). Success of using technology and manipulatives to introduce numerical problem solving skills in monolingual/bilingual early childhood classrooms. The Journal of Computers in Mathematics and Science teaching, 18(4), 361-369. Retrieved October 22, 2005, from the Wilson Select Plus database.

Clements, D. H. (2002). Computers in Early Childhood Mathematics. Contemporary Issues in Early Childhood, 3, 2. Retrieved February, 6th, 2006, from http://www.wwwords.co.uk/ciec/content/pdfs/3/issue3_2.asp

Haugland, S. (1998, July/August). Computers in the early childhood classroom. Early Childhood News. Retrieved November 1, 2005 from http://www.earlychildhood.com/articles/index.cfm?FuseAction=Article&A=239&PrintVersion=35

Howard, J., Greyrose, E., Kehr, K., Espinosa, M., & Beckwith, L. (1996). Teacher-facilitated microcomputer activities: Enhancing social play and affect in young children with disabilities. Journal of Special Education Technology, 13, Retrieved October 22, 2005 from the Wilson Select Plus database.

National Association for the Education of young Children (NAEYC). (1996). Position Statement: Technology and Young Children – ages 3 through 8; available at             http://www.naeyc.org/about/positions/PSTECH98.asp

Additional Links

Using Technology to Enhance Early Learning Experiences

Computer Applications in Programs for young Children With Disabilities: Current Status and Future Directions

Reactions to Visiting the Infant-Toddler and Preschool Centers in Reggio Emilia, Italy

Early Childhood Computer Experience and Cognitive and Motor Development