The debate on whether the computer is developmentally appropriate for young children or not has been going on for years now. Those who argue against early digital experience cite health issues such as vision problems and obesity along with anti-social behaviour.

But despite all this, more than a decade of research points towards the positive effects of computer technology on various aspects of child development. Apart from providing an interesting activity for young students, the computer adds a pleasant and playful element to the learning environment.

In the case of cognitive development the use of carefully selected software enables children to think symbolically, develop longer attentions spans and enhance on their decision-making skills. The children while using any programme make errors but also correct their own mistakes as they go along, something that gives them space to experiment which the traditional classrooms fail to provide.

As far as their social and emotional development is concerned, the child-computer interaction has a convincing role. One-on-one use may monopolise the situation, but when two or more children are involved under the guidance of trained and skillful teachers, it creates an environment for them to share in the many possibilities offered by the system. They share ideas, correct each other’s mistakes and solve problems in groups.

When children engage in technological activities and help each other overcome difficult aspects of their learning, their interactions help them acquire precious new knowledge. Computer activity serves as a catalyst for peer teaching while giving a boost to children’s self-confidence.

One study identifies three main areas where computers support learning — the children acquire operational skills, increase their general knowledge and develop learning dispositions.

The children soon realise the difference between a television and computer. Unlike the television, the computer allows interaction while increasing opportunities to learn and enhacing communication skills. The children are allowed to  explore as many functions as possible.

Today many early-year classrooms may have a few desktop computers but they are more decoration pieces than learning equipment. They have only been put there by entrepreneurial-minded school heads and administrators to attract and convince parents. The school authorities boast about the number and specifications of their latest systems but do they care how much the children use these machines in the classroom, how they are integrated into the curriculum and the teachers’ goals in using them more effectively?

Early learners are too young to learn everything by themselves. They need guidance. The schools, if they are genuinely interested in reaping the benefits of computer technology, should devise new strategies and take new decisions  for the early-year classroom.

Aside from deciding on which textbooks to teach from, the school heads must develop a criteria for selecting children’s educational software. The teachers on their part can encourage children to explore the various software. They can plan curriculum activities and create instructional material such as lesson plans, assessment sheets, calendars and educational games.

Many parents and early-year teachers seem to have an alergic reaction towards computers even in this day and age. They see the computer as more of an entertainment thing than teaching tool. This attitude needs to change as those who have mastered the use of computers at an early age will have a lifelong advantage over those who have not.

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