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If you ask, teachers will tell you about the advantages that they find in using computers. For example, writers have reported that fourand five-year-olds from an urban, economically disadvantaged population began making new friends as they asked others to join them in working at the computer. For the first time, they sought help from one another (Bowman 1985). An egocentric child learned cooperation and problem solving. Children's cooperative play paralleled the proportion of cooperative play in the block center and provided a context for initiating and sustaining interaction that could be transferred to play in other areas as well, especially for boys (Anderson 2000). Are these examples unique, or are such advantages widespread?
We know that computers are increasingly a part of preschoolers' lives. From 80 percent to 90 percent of early childhood educators attending the annual conference of the National Association for the Education of Young Children report using competers (Haugland 1997). Such use is no surpriseresearch on young children and technology indicates that we no longer need to ask whether the use of technology is "developmentally appropriate" (Clements and Nastasi 1993).
Unfortunately, not everyone reads the research! We were surprised and disappointed to find that some authors still disagree with current research about computer use by young children (Cordes and Miller 2000). This article presents a quick tour of research on the appropriateness of computer use with young children. What do we know about children's use of computers? How old should children be before computers can have a positive influence in their lives? How do children interact with computers? What is the empirical evidence about possible negative influences of such interaction? How do computers influence children's social and emotional development? How might computers affect their learning and thinking in mathematics? What are the implications for teachers?
Developmental Appropriateness
Very young children have shown comfort and confidence in using software. They can follow pictorial directions and use situational and visual cues to understand and think about their activities (Clements and Nastasi 1993). Typing on the keyboard does not seem to cause them any trouble; if anything, the ability to type is a source of pride!
With the increasing availability of hardware and software adaptations, children with physical and emotional disabilities also can use...