To Play or Not to Play—That Is the Question: Computer Use Within Three Swedish Preschools

Educational Software Use in Kindergarten

“…As most teachers stated, one hour every morning or every afternoon is devoted to computer use. These fi ndings are in agreement with the relevant literature which refers to computer use in kindergarten's daily practice so that children can understand its contribution towards teaching and learning , and to that computer use took place during the free play activities (Ljung-Djärf, 2008 ;Ljung-Djärf et al, 2005 ). In this study, the frequency of computer use, per child, was found to vary between 2 and 3 times per week and once per month (see Table 1 ).…”

“…For example, Ljung-Djärf, Åberg-Bengtsson, and Ottosson ( 2005 ) reported that computer can be used, among others, as an available option or as an essential activity. Computer use is often something that may be allowed between planned or adult-led activities, which means that it is typically used during the time that is organized as free play (Howard, Miles, & Rees-Davies, 2012 ;Ljung-Djärf, 2008 ). In America, the National Association for the Education of Young Children and Fred Rogers Center for early learning and children's media (NAEYC -FRC 2012 ), in their position statement regarding the role of technology in preschool classrooms, state that (a) technology and interactive media tools must be used appropriately, and (b) technology integration is effective when integrated into the environment, curriculum, and daily routines.…”

Applying Technology to Inquiry-Based Learning in Early Childhood Education

“…However, limited evidence-based guidelines are available for proper computer uses in early childhood education, and computers are often used merely for play and entertainment (Ljung-Djärf 2008). It is still unknown whether technology-enhanced inquiry learning is effective for young children's learning, nor the required characteristics to ensure effectiveness.…”

“…Teachers' attitudes, as well as lack of confidence and computer skills, hamper effective integration of computers into classrooms (Chen and Chang 2006;Ljung-Djärf et al 2005;Ljung-Djärf 2008;Cuban 2001). Parette et al (2009) further noted,…”

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

“…Ljung-Djärf (2008), in a study of attitudes towards computers in three preschools in Sweden, found that there were three overall attitudes towards computer activities: (a) threatening other activities, (b) one of many alternative activities, (c) an essential activity. Preschool personnel tried their best to implement SCAFFOLDING EF VIA PLAY-&-LEARN SOFTWARE 5 computer use in lines with the preschool curriculum.…”