Computers are a part of our world. We can only guess what com­puters will be like when the children who are now in early childhood programs are adults. It is obvious that computers are not going away and that they will become more common. What is also changing almost daily is the software available for use with computers. The quality of the available software is a major factor in determining whether computer activities are appropriate for young children. Therefore, care must be taken to select computer software that is developmentally appropriate for the children who will use it. The following ten criteria distinguish software that is developmentally appropriate:

1.       Age appropriateness. The concepts taught and their method of presentation reflect realistic expectations for young children.

2.       Child control. Children are active participants, initi­ating and deciding the sequence of events, rather than reactors, responding to predetermined activi­ties. The software needs to facilitate active rather than     passive     involvement. The pace is set by the child, not the program.

3.       Clear instructions. Since the majority of preschool children are nonreaders,   spoken directions are essential. If printed instructions are used, they are accompanied by spoken directions. Directions are simple and precise. Graphics accom­pany choices to make options clear to the children.

4.      Expanding complexity. Entry level is low; children can easily learn to manipulate the software suc­cessfully. The learning sequence is clear; one con­cept follows the next. The software expands as children explore, teaching children the skills they are ready to learn. Through the expanding complexity of the software, children build on their knowledge.

5.      Independent exploration. After initial exposure, children can manipulate the software without adult supervision.

6.      Process orientation. The process of using the soft­ware is so engaging for children that the product becomes secondary. Children learn through dis­covery rather than being drilled in specific skills. Motivation to learn is intrinsic, not the result of praise, smiling face stickers, or prizes.

7.       Real-world representation. The software is a simple and reliable model of some aspect of the real world, exposing children to concrete representa­tion of objects and their functions.

8.       Technical features. The software has high technical quality that helps the young child pay attention. It is colorful and includes uncluttered, realistic ani­mated graphics. There are realistic sound effects or music that corresponds to objects on the screen. The software loads from the disks and runs fast enough to maintain the child’s interest.

9.       Trial and error. The software provides children many chances to test alternative responses. Through resolving errors or solving problems chil­dren build structures and knowledge.

10.   Visible transformations. Children have an impact on the software, changing objects and situations through their responses.

In this list, it is important to note that software may have a developmental approach to learning without having all of the criteria. Some software has more developmental criteria than other software. You need to choose the software that includes as many of the above criteria as possible.

By: Charito R. Malibiran, Teacher II – Salian Elementary School