Solution Manual for Preschool Appropriate

Practices Environment Curriculum and

Development 4th Edition Beaty 1133606822
9781133606826
Full download link at:
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9781133606826/
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Chapter 6 Computer Center

OBJECTIVES

After studying this chapter the student should be able to:

 Discuss the role of computer in classroom
 Explain how the computer supports young children’s learning
 Demonstrate how to set up the Computer Center
 Describe how children learn to use computer programs
 Provide computer programs to support social, physical, cognitive, language, and
creative development
 Explain how the teacher observes and records children’s use of the computer

Computer
(March in place, making movements)

Disk in the disk drive,

Shut down the door;
Turn on the monitor,
Feet on the floor;
Boot up the program,
What will we see?
Program is ready:
“Press any key.”

ESSENTIAL CONTENTS

1. Role of the computer in an early childhood classroom

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  Style of interaction favors young children
 Combination of visual and verbal learning helps young children
 Makes it easier to individualize learning
 Serves as an equalizer for children from different backgrounds
 Is an effective promoter of children’s positive self-image

2. Choosing appropriate early childhood software

 Try out software first with children if possible
 Look for dependable brand names
 Look for characters that attract children
 Choose by subject matter

3. Setting up the Computer Center

 Special place sectioned off from other centers
 Low table with computer and printer, with two chairs
 Wall chart with rules chart, photos of children
 Second table with typewriter
 Shelf with books and activities

4. Choosing and using the Computer Center

 Children should work in pairs
 Have computer necklaces and sign-up sheets
 Show users how computer works
 Let partners operate the initial program
 Have users follow rules chart
 Use only one program for a week
 Let children figure out how programs work
 Integrate programs into other learning centers

5. Activities to promote social development

 Work out sharing and turn-taking with partner
 Shy children develop socially with others
 Children with disabilities interact with others
 Read appropriate books

6. Activities to promote physical development

 Use coloring programs for eye-hand coordination
 Use hidden image programs for visual discrimination
 Use Tortoise and the Hare to promote hopping, jumping, and sprinting

7. Activities to promote cognitive development

 Use programs promoting matching, classifying, measuring, counting, problem

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 solving, and memory skills
 Integrate matching programs with lotto games
 Have Winnie the Pooh books and animals available

8. Activities to promote language development

 Computer partners’ conversations
 Living Books series with interactive storybooks in English and Spanish
 Tape-record children’s own oral stories

9. Activities to promote creative development

 Children create own games for every program
 Even uncreative coloring program become creative
 Use Jumpstart “Music Maker”

10. Activities to promote emotional development

 Learning-impaired children learn
 Shy children blossom
 Control of any program promotes self-esteem

11. Teacher’s role in the Computer Center

 Unobtrusive observations of children
 Recording children’s language with tape recorder
 Recording children’s actions on Child Interaction Forms
 Knowledgeable adult as the computer teacher
 Children regulate own turns

RECOMMENDED ACTIVITIES

1. Small group presentations of end-of-chapter "Try-It-Yourself" activities. Class

members sign up for one of five small groups and presentation date.

a. Pictures and activities: Bring in three computer programs along with photos,
pictures, and three-dimensional activities to be used with each program in the
Computer Center and other learning centers. Demonstrate their use; use
PowerPoint if possible.

b. Observe and record: Observe and record the interactions of two teams (four
children) using two different computer games on Child Interaction Forms.
Discuss their interaction levels with the programs and each other. How were you

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 able to tell what their levels were? Present, showing Child Interaction Forms as
well as the computer programs if possible.

c. Record language: Record the language of two teams (four children) using two
different computer games by using a tape recorder or your own unobtrusive
recording. Describe programs and any new words or ideas children expressed.

d. Introduce program: Introduce a new computer program to a team of two children

and help them work their way through it. Observe and record whatever happens
(what help you need to offer; how children problem solve on their own; how they
use the program). Have appropriate picture books and materials available.
Present showing the computer program and giving handouts showing results.

e. Books and follow-up: Bring in and read to the college class different picture
books that can accompany two different computer programs. Tell how you
would introduce and use each book with a small group of children. Show the
computer programs and the follow- up activities you would use in different
learning centers.

2. Research on computer advantages: Do research on how computers have been used

in early childhood classrooms and what advantages teachers have found for their use.
Present, showing information on chart or handouts. Give sources.

3. Software criteria: Make and present overhead transparency chart showing criteria
(your own, not the text’s) for choosing software for preschool children. Tell why each
criterion is important. Illustrate, showing two computer programs and how criteria
apply to them, using PowerPoint or large-screen computers. Provide handouts of
chart.

4. Opposing panels: Students choose to be on one of two opposing panels discussing

the subject: “Should computers be used by children in preschool programs?” Be
prepared to take pro or con side with quotes or other arguments from sources you
have researched.

5. Software Comparison: Choose at least three software programs on the same topic
(e.g., alphabet, counting, shapes, early reading) and compare them (and all their
activities) using the eight criteria in the text. Try them out with children and see
which ones are most effective. Report using overhead transparencies and handouts.

6. Issues for Appropriate Use: Choose three of the six issues listed concerning the
appropriate use of technology and interactive media as tools in early childhood
classrooms. Do research on these issues and present results to class giving the pros
and cons of each issue. Interviews with teachers using the media count as research.
Have handouts or use PowerPoint.

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DISCUSSION QUESTIONS

1. How does the computer’s style of interaction favor young children’s learning style?
Do you agree? Why or why not?

2. How is a computer an equalizer for children with different backgrounds? Give

examples. What about children with disabilities?

3. What equipment and activities should be in an early childhood computer center?

4. What are the most important considerations when purchasing software for preschool
children? Why?

5. How should a teacher be involved in the Computer Center? Why?

RECOMMENDED READINGS

Bewick, C. J. & Kostelnik, M. (2004). “Educating early childhood teachers about

computers.” Young Children 59(3), 26–29.

Blagojevic, B. (2003). “Funding technology: Does it make cents?” Young Children 58(6),
28–33.

Clements, D. H. & Sarama, J. (2003). “Young children and technology: What does the
research say?” Young Children 58(6), 34–40.

Fischer, M. A. & Gillespie, C. W. (2003). “One Head Start classroom’s experience:

Computers and young children’s development.” Young Children 58(4), 85–91.

Lisenbee, P. (2009). “Whiteboards and websites: Digital tools for the early childhood
curriculum.” Young Children, 64(6). 92-95.

Magee, J. & Jones, E. (2004). “Leave no grown-up behind: Coming to terms with
technology.” Young Children 59(3), 13–20.

McManiss, L, and Gunnewig, S. (2012). “Finding the education in educational

technology with early learners.” Young Children, 67(3), 12-22.

Mulligan, S. A. (2003). “Assistive technology: Supporting participation of children with

disabilities.” Young Children 58(6), 50–52.

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Robinson, L. (2003). “Technology as a scaffold for emergent literacy: Interactive
storybooks for toddlers.” Young Children 58(6), 42–48.

Shifflet, R., Toledo, C. & Mattoon. (2012). “Touch tablet surprises: A preschool
teacher’s story.” Young Children, 67(3), 36-41.

CHILDREN’S COMPUTER PROGRAMS

Alphabet Express Preschool

Arthur’s Preschool

The Cat in the Hat

Chicka Chicka Boom Boom

Curious George 3-Pack Collection

Disney Learning Preschool

Disney’s Mickey Mouse Preschool

Dr. Seuss Preschool

Green Eggs and Ham

Jumpstart Advanced Preschool

Just Grandma and Me

Millie & Bailey Preschool

Reader Rabbit Preschool

Stellaluna

Tortoise and the Hare

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All computer programs from online sources:

http://www.childrenssoftwareonline.com
http://www.classsource.com
http://www.kidsclick.com
http://www.superkids.com

SELF-EVALUATION

Fill out form at end of Chapter 1.

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