Computer Use example essay topic

Following ergonomic standards similar to those for adults can help prevent muscular-skeletal injuries and vision problems. Computer use is and should be relatively brief at this age, and limiting screen time and encouraging frequent breaks will decrease the risks. Lack of exercise and obesity are serious problems that need to be addressed during both in-school and out-of-school hours. On a typical day children two to seven years old spend an average of 11 minutes using a computer, and more than three hours watching television and videos (Roberts, Foe hr, Rideout, & Brodie, 1999). Screen time (including TV, computer, and video games) should be limited to a maximum of one to two hours per day for young children (American Academy of Pediatrics, 2000; Healy, 1999).

Vigorous physical activities and play should be encouraged. As with television monitors, electromagnetic emissions from computers are minimal. Exposure can be lessened even more by having children sit two to two and one half feet from the monitor and allowing distance between computers. Technology offers unique intellectual experiences and opportunities for young children. Computers allow representation and actions not possible in the physical world. For example, children can manipulate variables such as gravity or speed, and discover the resulting effects (Clements, 1999; Seng, 1998).

Research points to the positive effects of technology use on cognitive and social learning and development (Clements, 1994; Haugland & Shade, 1994). In similar studies with different ages of children, using computers along with supporting activities (e. g., manipulative's, objects that children use to help them understand concepts) provided even greater benefits than either one alone. Compared to children in a similar classroom without computer experience, three- and four-year-olds who used computers with supporting activities had significantly greater gains in verbal and nonverbal skills, problem solving, abstraction, and conceptual skills (Haugland, 1992). Similarly, third-grade children who used both manipulative's and computer programs showed more sophistication in classification and logical thinking than children who used only manipulative's (Clements & Na stasi, 1993). Technology use that is connected to what children already know and can build upon leads to greater motivation and self-direction. Loss of creativity can be a problem if children use drill-and-practice software.

Open-ended software software that provides opportunities to discover, make choices, and find out the impact of decisions encourages exploration, imagination, and problem solving. Technology offers additional ways to learn, and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal (Clements, 1999). Poor concentration and attention problems can be addressed by limiting screen time, helping children focus on the task, and choosing software that does not employ excessively stimulating noises or constantly moving graphics.

Concerns that technology speeds up the pace of learning and cuts down on childhood can be lessened if unprogrammed playtime is included as an essential part of the child's daily routine, including any technology use. Play is important for intellectual development and, as such, should be included as a vital part of early childhood education. Used appropriately, computers can be a positive element of children's play and learning as they explore and experiment.