Effects of Home and School Computer Use on School Readiness and Cognitive Development Among Head Start Children: A Randomized Controlled Pilot Trial

Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita

doi:10.1353/mpq.2006.0010

Cited by 42 publications

(29 citation statements)

References 12 publications

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“…Although computer use is less “passive” than TV/video/DVD viewing, and many computer programs for preschool-aged children are designed to be educational (Li et al 2006), there is limited evidence to determine the extent to which classroom technology improves young children’s cognitive, social, and emotional development (Bavelier et al 2010). Efficacy of technologically advanced teaching methods and the points at which children benefit from their introduction should be further investigated.…”

Section: Discussionmentioning

confidence: 99%

Screen Time at Home and School among Low-Income Children Attending Head Start

et al. 2013

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Objective To describe the patterns of screen viewing at home and school among low-income preschool-aged children attending Head Start and identify factors associated with high home screen time in this population. Few studies have examined both home and classroom screen time, or included computer use as a component of screen viewing. Methods Participants were 2221 low-income preschool-aged children in the United States studied in the Head Start Family and Child Experiences Survey (FACES) in spring 2007. For 5 categories of screen viewing (television, video/DVD, video games, computer games, other computer use), we assessed children’s typical weekday home (parent-reported) and classroom (teacher-reported) screen viewing in relation to having a television in the child’s bedroom and sociodemographic factors. Results Over half of children (55.7%) had a television in their bedroom, and 12.5% had high home screen time (>4 hours/weekday). Television was the most common category of home screen time, but 56.6% of children had access to a computer at home and 37.5% had used it on the last typical weekday. After adjusting for sociodemographic characteristics, children with a television in their bedroom were more likely to have high home screen time [odds ratio=2.57 (95% confidence interval: 1.80–3.68)]. Classroom screen time consisted almost entirely of computer use; 49.4% of children used a classroom computer for ≥1 hour/week, and 14.2% played computer games at school ≥5 hours/week. Conclusions In 2007, one in eight low-income children attending Head Start had >4 hours/weekday of home screen time, which was associated with having a television in the bedroom. In the Head Start classroom, television and video viewing were uncommon but computer use was common.

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Section: Discussionmentioning

confidence: 99%

Screen Time at Home and School among Low-Income Children Attending Head Start

et al. 2013

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“…After six months, the group using computers performed significantly better on a school readiness test [19].…”

Section: Young Children and Computersmentioning

confidence: 94%

Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

Hourcade

Mascher

et al. 2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

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We know very little about the use of computers by children under the age of three. While few children in that age range used computers before the advent of smartphones and tablets, these devices have made computers much more accessible to infants and toddlers. In this paper, we provide a window into how these children are using tablets through an analysis of relevant YouTube videos. A majority of children aged 12 to 17 months in the videos in our dataset showed at least moderate ability to use the tablets. For children aged two, it was over 90 percent who displayed at least moderate ability. Our analysis also includes trends in interaction styles, child and device positioning, social aspects, and app genres. These findings point both to opportunities for research and starting points for design.

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“…Using appropriate software may contribute to a child's cognitive development through the development of thinking strategies and logic skills (Clements, 1999). Li, Atkins and Stanton (2006) conducted to determine if computer use in the classroom was beneficial to young children. The researchers discovered that weekly computer use had a beneficial effect and further time may not necessarily show further increases in cognitive development.…”

Section: Computer Usementioning

confidence: 99%

Piagetian and Vygotskian Approaches to Cognitive Development in the Kindergarten Classroom

Semmar¹,

Al-Thani²

2015

JEDP

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Cognitive development is the progression of the ability to think and reason. By contrasting the theories of Piaget and Vygotsky in the field of cognitive development and by examining the value of three elements often found in a kindergarten classroom: peer interaction, pretend-play and computers, potentially valuable classroom practices will be examined especially in the context of technological advancement and socialization practices. Through the investigation of these elements, it will be determined whether a Piagetian or a Vygotskian approach will be more beneficial in the kindergarten classroom. By understanding cognitive development, Qatari preschool teachers will be able to better implement sound methodologies, providing a firm foundation in kindergarten children.

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Effects of Home and School Computer Use on School Readiness and Cognitive Development Among Head Start Children: A Randomized Controlled Pilot Trial

Cited by 42 publications

References 12 publications

Screen Time at Home and School among Low-Income Children Attending Head Start

Screen Time at Home and School among Low-Income Children Attending Head Start

Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

Piagetian and Vygotskian Approaches to Cognitive Development in the Kindergarten Classroom

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